CALL

Transcription

CALL

TASEAP
Table of contents
Table of contents ..................................................................................................i
Detailed table of contents......................................................................................i
Foreword..............................................................................................................v
1. Computer assisted language learning: an overview
Bamrung Torut ...........................................................................................1
2. CALL management in the self access centre: user policy development
Wichai Kritprayoch ...................................................................................19
3. Using the Internet for English Language Teaching
Puangpen Intraprawat ..............................................................................33
4. An evaluation matrix for reviewing commercial ELT software
Kitima Indrambarya ..................................................................................53
5. A guide to authoring customized software
Snea Thinsan ...........................................................................................81
6. Authoring with Wiser Educator
Sasi Jungsatitkul ....................................................................................101
Glossary...........................................................................................................121
References.......................................................................................................127
Contributors .....................................................................................................139
Acknowledgements ..........................................................................................141
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TASEAP
Detailed table of contents
Table of contents ................................................................................................i
Detailed table of contents...................................................................................i
Foreword.............................................................................................................v
1. Computer assisted language learning: an overview...................................1
Introduction ...................................................................................................1
Definition of CALL ..................................................................................1
Why CALL?............................................................................................2
History of CALL development........................................................................2
Behavioristic CALL .................................................................................3
Communicative CALL.............................................................................4
Integrative CALL: multimedia CD-ROM ..................................................5
Integrative CALL: internet applications ...................................................6
Uses of CALL in English language teaching..................................................7
Drill and practice ....................................................................................7
Computer as tutor ..................................................................................7
Computer used for simulation / problem solving .....................................8
Games on computer...............................................................................9
Computer as a tool for teachers and learners.........................................9
Internet applications .............................................................................10
Advantages and limitations of CALL............................................................14
Advantages of CALL ............................................................................14
Limitations of CALL ..............................................................................15
Tips in using CALL ......................................................................................17
Conclusion ..................................................................................................18
2. CALL management in the self access centre: user policy development 19
Introduction .................................................................................................19
General background.............................................................................19
The process of CALL management in self access centres ...................19
Changing role of the SAC.....................................................................21
User policy development ......................................................................21
Regulations for the use of CALL in SAC......................................................22
Checking out computer-based materials ..............................................23
Computer reservations for the use of CALL..........................................23
Use of networks ...................................................................................24
Appropriate conduct .............................................................................24
Technical support........................................................................................25
Troubleshooting ...................................................................................25
Operating a help desk ..........................................................................26
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CALL: a guide for English language teachers
Updating Software ...............................................................................26
Maintenance and security ...........................................................................26
Training.......................................................................................................27
Layout of the call section.............................................................................28
Individual learning vs. group learning ...................................................29
Relationship of CALL layouts and modes of learning ...........................32
Conclusion ..................................................................................................32
3. Using the Internet for English Language Teaching ..................................33
Introduction to the internet ..........................................................................33
What is the internet? ............................................................................33
How the internet works.........................................................................33
Internet services...................................................................................34
The World Wide Web ...........................................................................34
Finding web pages by net surfing.........................................................35
Finding web pages using subject directories (subject searching) .........35
Finding web pages using search engines (Key word searching) ..........35
E-mail...................................................................................................36
Discussion groups and mailing lists......................................................36
Chat .....................................................................................................36
Web sites for English language learning .....................................................36
Multi-resource Websites.......................................................................37
Interactive Activities for students ..........................................................38
Specific English Language Skills and Areas.........................................40
General resources ...............................................................................45
Documentation and Citation Styles ......................................................46
Teachers’Resources ...........................................................................46
4. An evaluation matrix for reviewing commercial ELT software ................53
Introduction .................................................................................................53
What is the scope of CALL software? ..................................................53
Broad categories of CALL software......................................................54
Using the evaluation matrix to select software ............................................55
STEP 1 Needs Analysis and requirements determination ....................55
STEP 2 Shortlist Software for Evaluation .............................................56
STEP 3 Customize the evaluation matrix .............................................57
STEP 4 Evaluate the software by filling out the matrix .........................63
STEP 5 Make overall evaluation and recommendation ........................63
Comparative evaluation matrix....................................................................63
Reviews of some commercial ELT software................................................69
A categorised list of commercial ELT software............................................73
Blank Evaluation Matrix...............................................................................75
5. A guide to authoring customized software ...............................................81
Introduction .................................................................................................81
Why authoring?....................................................................................81
Definitions ............................................................................................81
Key approaches to delivery of customized software .............................82
Tasks involved in authoring.........................................................................82
Programmable authoring tools and templated authoring tools..............82
How much can you do?........................................................................83
Recommended, popular, easy-to-author, available tools.............................84
Programmable authoring tools .............................................................84
Templated authoring tools....................................................................86
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TASEAP
Tips for prospective teacher-authors ...........................................................98
“Just Do It!”..........................................................................................98
Educational values ...............................................................................98
Cost-effectiveness................................................................................98
Do what you can! .................................................................................99
Team-building and sharing: Staff development.....................................99
A final remark .......................................................................................99
6. Authoring with Wiser Educator ................................................................101
Introduction ...............................................................................................101
Wiser Educator authoring features ............................................................101
Components of Wiser Educator..........................................................101
The Exercise Writer menu bar ............................................................102
The Description boxes and Media and Smartlink icons ......................103
The pre-authoring preparation...................................................................104
Preparing the media files....................................................................104
Writing the transcript ..........................................................................105
Writing the exercises ..........................................................................105
The authoring process...............................................................................106
Creating/Opening a volume................................................................106
Exercise structure ..............................................................................108
Importing media files ..........................................................................110
Writing transcripts ..............................................................................111
Smartlinking .......................................................................................112
Writing activities for matching.............................................................115
Writing activities for sequencing .........................................................116
Writing activities for gap filling ............................................................116
Writing activities for True or False ......................................................118
Writing activities for multiple choice....................................................118
Conclusion ................................................................................................119
Glossary..........................................................................................................121
References......................................................................................................127
Section one: computer-assisted language learning: an overview ..............127
Printed materials ................................................................................127
Online resources ................................................................................131
Section two: CALL management in the self access centre: user policy
development .............................................................................................132
Section four: an evaluation matrix for reviewing elt mutimedia software ....134
Section five: a guide to authoring customized software .............................135
Section six: authoring with Wiser Educator................................................137
Contributors ...................................................................................................139
Acknowledgements........................................................................................141
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iv
Foreword
This book has been produced under the auspices of the Thailand-Australia
Science & Engineering Assistance Project (TASEAP).
TASEAP is a development cooperation project between the Royal Thai
Government (through the Ministry of University Affairs) and the Australian
Government (through the Australian Agency for International
Development/AusAID). The project is managed on behalf of the Australian
Government by SAGRIC International Pty Ltd.
The goal of the project is to assist the Royal Thai Government increase the
numbers, and improve the quality of, science and engineering undergraduates in
the public university system. As one contribution towards this goal, the project
includes a focus on the English language skills of science and engineering
lecturers and students.
In its English component, TASEAP has concentrated its efforts on an approach
which has considerable promise for boosting the motivation and learning
effectiveness of adult learners, namely computer-assisted (or computermediated) language learning. A number of strategies have been used:
TASEAP has supplied 19 universities with multimedia English language software,
namely the Real English series and the Wiser English series. These programs
focus on General English and are suitable for adult learners, providing both
extensive practice and remediation.
Recognising that little software is commercially available which meets the specific
needs of science and engineering learners, TASEAP has also supplied each
university with an authoring program Wiser Educator, together with a site licence
for its unrestricted use within each university. TASEAP has provided training to
Thai English language lecturers in the use of this authoring software.
In addition, the project has selected an experienced Thai lecturer, Assistant
Professor Dr. Sasi Jungsatitkul from Khon Kaen University, to design and
produce a unit of multimedia material in English for Science and Engineering.
She has completed this task under a TASEAP Fellowship Program at Monash
University in Melbourne Australia, using the Wiser Educator authoring program
and with the technical support of Wiser Software (Melbourne). This material is
presented as a set of CDs and will be distributed to TASEAP universities in
November 1999. The material is intended for self-access use by science and
engineering students and lecturers. It is also intended for English language
lecturers, both as a sample of the kind of ESP (English for Specific Purposes)
v
material that can be produced, and as a resource bank for the production of
additional multimedia materials by English language lecturers.
A further five lecturers were selected from TASEAP universities as English
Language Fellows to focus on producing staff-development resources for their
English language lecturer-colleagues. They comprise: Asst. Prof. Dr. Puangpen
Intraprawat (Suranaree University of Technology), Asst. Prof. Dr. Bamrung Torut
(Silpakorn University), Dr. Kitima Indrambarya (Kasetsart University), Mr. Wichai
Kritprayoch (King Mongkut’s University of Technology Thonburi), and Mr. Snea
Thinsan (Chiang Mai University). Together they have produced this resource
book, which is intended for English language lecturers at TASEAP universities.
In this resource book, every effort has been made to provide information and
insights that are (i) easy to understand (even for lecturers with relatively little
experience with computers), (ii) practical, and (iii) relevant to Thailand. The
authors of this resource book do not position themselves as advocates of
computer-assisted language learning: indeed, they recognise both the
advantages and the limitations of computers in the language-learning process.
Instead, their stance has been exploratory. The book aims to encourage English
language lecturers to themselves explore the use of computers. It aims to
encourage and empower Thai English lecturers to use computers more
frequently, more efficiently, and with greater confidence than before.
Like the English for Science & Engineering CD, this resource book has been
produced within a total period of six weeks, which is a truly remarkable
achievement which reflects the skill and dedication of its authors. If its readers
apply themselves with similar vigour to its contents, then TASEAP will indeed
have achieved the boost it set out to encourage. We wish you pleasant (and
useful) reading.
This resource book is being presented to TASEAP universities in November
1999.
Kerry O’Sullivan
English Language Adviser, TASEAP
November 1999
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TASEAP
1 Computer assisted language learning:
an overview
Bamrung Torut
“… .Technology is not a panacea or a magic bullet that suddenly transforms all
learning. The effectiveness of educational technology depends on how it is
employed to meet educational goals for particular kinds of students in specific
language learning environments… .” (Oxford and others, 1998: 13)
INTRODUCTION
The main purpose of this chapter is to give Thai university English language
teachers a brief overview of the development of Computer-Assisted Language
Learning (CALL) and how computers have been used or can be used for English
language teaching (ELT) and learning. Its focus is on the history of CALL, uses of
CALL in English language teaching, and advantages and limitations of CALL.
The chapter is divided into 5 sections: (1) Definition of CALL, (2) History of CALL
Development, (4) Uses of CALL in English Language Teaching, (5) Advantages
and Limitations of CALL, and (6) Tips in using CALL. A CALL bibliography
(printed materials and online resources), as a resource for interested ELT
teachers, is available at the end of the book.
Definition of CALL
Computer-Assisted Language Learning (CALL) is defined as “the search for and
study of applications of the computer in language teaching and learning.” (Levy,
1997: 1) The main aim of CALL is to find ways for using computers for the
purpose of teaching and learning the language. More specifically, CALL is
represented by the use of computer technologies that promote educational
learning, including word processing, presentation packages, guided drill and
practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and
internet applications such as e-mail, chat and the World Wide Web (WWW) for
language learning purposes. There are several terms associated with CALL.
CALL is variously known as Computer-Aided Language Learning (CALL),
Computer-Assisted Language Instruction (CALI) and Computer-Enhanced
Language Learning (CELL). The first two terms generally refer to computer
applications in language learning and teaching, while CELL implies using CALL in
a self-access environment (Hoven, 1999).
1
Why CALL?
The reasons why ELT teachers use CALL:
• Computers can do some of the work of the teacher and provide great
assistance to the learner even without the presence of the teacher
(Pennington and Steven, 1992).
• New technologies have seen computers become smaller, faster, and
easier for the teacher to use (Evy, 1997). At present, well-designed
CALL software is readily available to the teacher.
• Technologies allow computers to do multimedia applications,
incorporating video, sound, and text, and this capacity allows the
learner to interact with both the program and other learners. (Felix,
1998).
• The computer offers great flexibility for class scheduling and pacing of
individual learning, choosing activities and content to suit individual
learning styles. (Oxford and others, 1998)
• The computer can provide a meaning-focused, communicative
learning environment, which serves the purposes of communicative
language teaching.
HISTORY OF CALL
DEVELOPMENT
This section gives a brief history of CALL development. The review aims at
showing, chronologically, the development of CALL over the last 30 years by
linking to important technological developments, theories of learning and
language teaching approaches. Some key examples of CALL programs and
projects developed in this period are also shown.
Warschauer (1996) divides CALL into phases of development as follows:
Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CDROM), and Integrative CALL (internet). The beginning of a new phase does
not necessary mean the end of programs and methods of the previous phase,
rather the old is included within the new (Warschauer, 1996).
The historical development of CALL is summarized in the tables which follow:
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TASEAP
Behavioristic CALL
Main-frame and Mini Computers (1950s-1970s)
Technological Development
by Year
•1950 - Mathematician and computer
pioneer Alan Turing predicted that one
day there would be a machine that
could duplicate human intelligence in
every way.
•1951- Whirlwind, the first real-time
computer was built.
•1957- FORTRAN language was
developed.
•1959-COBOL (Common BusinessOrientated Language) was developed.
•1960-Tandy Corporation founded.
•1964-DEC Mini Computer was built.
•1965-BASIC language was developed.
•1967-Development on PASCAL
•1968-LOGO language was developed.
Approaches to Language
Teaching
Approaches to CALL &
Examples
•
Empiricist theory
•
Behaviorism
(eg. PLATO project:
•
Audiolingualism
•
Structural Linguistics
Aims at providing
interactive, self-paced
learning using
mainframe computers.)
Principles of Language Learning:
Behavioristic CALL
•
Focus on stimulus, response,
reinforcement.
Main characteristics of
behavioristic CALL:
•
Language learning is a process
of habit-formation.
•
•
Focus on drill and practice.
Based on
behaviorist theory
of learning.
•
Learn through imitation and
repetition.
•
Focus on receptive
drills.
•
Give immediate feedback.
•
•
Individualized instruction was
included to serve the pace of
the learner.
Mainly drill and
practice type
software.
•
Computer as tutor.
•
Learning activities
promote language
accuracy rather
than fluency.
•
Designed to be
implemented on
mainframe and
mini computers.
•1970-Development of UNIX operating
system.
•1971-First Microprocessor-4004 was
invented.
•1972-C language was developed.
•1972-8008 Processor was released by
Intel.
•1972-The first international connections
to ARPANET are established.
ARPANET became the basis for the
internet.
•1974-Introduction of 8080. An 8 Bit
Criticism of Behavioristic
CALL: The Behaviorism
and Audiolingualism
were rejected
theoretically and
pedagogically by
theorists and
practitioners.
Microprocessor from Intel.
•1975-Formation of Microsoft by Bill
Gates and Paul Allen.
•1976-Apple Computer, Inc. founded,
releasing the Apple II, first massmarket of PC.
•1979-Introduction of 8088 processor.
•1979-Compact disk was invented.
3
Communicative CALL
Personal Computers (PC) (1980s)
by Year
•1980-Development of MS-DOS/PCDOS began by Microsoft
•1981-The first WIMP (Windows,
Icons, Menus and Pointing Devices)
by The Xerox Palo Alto Research
Lab.
•1982-The TCP/IP Protocol
Teaching
Cognitive
Communicative CALL:
Psychology
(e.g. Storyboard,
Communicative Language Teaching
Text reconstruction,
Transformational Grammar
Cloze exercises)
Principles of Language Learning:
•
Serious educational
applications
appeared.
•
A boom of CALL due
to the introduction of
Personal Computer
•
Learning is process of
discovery, expression, and
development.
•
Focus on functions of the
language.
•
•1983-MS-DOS 2.0 was released.
Emphasise on language use
rather than usage.
•
Contextualization is important.
•Hewlett-Packard released LaserJet
•
Communicative competence is
the desired goal.
•
Focus on using language
forms rather than forms
themselves.
•1984- MS-DOS 3.0 was released.
•
Teach grammar implicitly.
•80386 DX was released.
Encourage students to produce
language rather than manipulate the
language, (Brown, 1994).
established, and the "Internet" is
formed.
•1982-80286 processor was released.
•Compaq released their IBM PC
compatible.
printer.
•AT was released.
•Apple Macintosh was released.
•1985- Microsoft Windows was
launched.
•1985- EGA was released.
•1985 - 80386 DX was released
•VGA was released.
•1988 - MS-DOS 4.
The development of word processing
such as:
4
•
WordMaster
•
WordStar
•
WordPerfect
Examples
Main Characteristics:
•
View that drill and
practice exercises did
not yield enough
genuine
communication.
•
Computer-based
activities
•
Focus on using the
language in context.
•
Non-Drill Practice
format Type
•
Text reconstruction
•
Paced reading
•
Cloze exercises
Criticism of Communicative
CALL: Computers were
not fully well integrated into
the curriculum. The
greater contribution is on
marginal rather than the
central educational
elements.
TASEAP
Integrative CALL: multimedia CD-ROM
Multimedia CD-ROM (1980s-1990s)
by Year
•1982 Audio CDs was
introduced.
•1982 Book on Audio CDs was
introduced by Sony and Phillips-beginning of the Compact Disk.
•1982 MIDI, Musical Instrument
Teaching
Humanistic Approach
•
•
•
Digital Interface was introduced.
•CD-ROM, invented by Phillips,
produced by Sony.
•1989 CD-I released by Phillips
and Sony.
•1989 Release of Sound Blaster
Card, by Creative Labs
•
•
•
•1990 Introduction of Windows
3.0 by Bill Gates & Microsoft.
•1990 - MPC (Multimedia PC)
•
was introduced.
•1991 - 80486 DX was released.
•
A sound card and triple speed
CD-ROM were added.
•1992 Introduction of CD-I
launched by Phillips.
•1993 Pentium was released.
•1993 a CD-ROM drive capable
of 300KB/sec (double speed)
was introduced.
•
Focus on Communicative
Language Teaching:
Focus on meaning.
Use of authentic, meaningful
and contextualized
materials.
Fluency in language is a
primary goal.
Focus on interactive
language learning.
Consider learners’factors
such as age, interest,
learning styles, motivation.
Tasks relevant to students’
real life interests and
experiences (Felix, 1998).
Shift away from language
usage to language use
(Felix, 1998)
The teacher became a
facilitator rather than the
person who gives out
information.
Examples
Integrative CALL:Multimedia CDROM
(eg.Toolbook, Authorware, Planet
English, Real English, Wiser
Educator)
Main Characteristics
Use advantages of multimedia CDROM in teaching language for
communicative purposes
•Allow computer to incorporate a
variety of media (text, graphics,
sound, animation, and video) by
Hypermedia
•Emerge of friendly-user, powerful
authoring software such as
ToolBook, Authorware, and
Director
•Based on communicative
language teaching approach
•Built on student's intrinsic
motivation
•Foster the interactivity between
the learner and the learner, and
learner and computer
•Multimedia resources are linked
together
•Learners can navigate their own
path and set their own pace by
pointing and clicking mouse
•More authentic language learning
environment is created
•The four language skills are
integrated
•Focus on content and language
skills
•Allow learners to link to a variety
of sources such as grammatical
explanations, glossaries,
pronunciation, exercises, etc.
5
Integrative CALL: internet applications
Computer-Mediated Communication (1990s-present)
by Year
•
•
•
•
•
•
•
•
•
•
•
•
6
1969-Computer-mediated
communication (CMC) but
serious applications appeared
in early 1990s.
1960s-Hypertext was invented
by Ted Nelson.
1989- World Wide Web--the
integration of hypertext and the
Internet- was invented by Tim
Berners-Lee.
Teaching
Communicative Language
Teaching
Focus on using the internet
applications for communicative
language teaching:
•
1992- Gopher was released.
•
The role of the teacher is a
facilitator, an inseminator of
ideas, who draws student’s
motivation.
•
The learner is responsible,
reflective and creative.
1993- Mosaic (Web browser)
was released.)
•
1994- Netscape 1.0 was
released.
Textbook is a resource
along with electronic
resources.
•
Classroom becomes a
reconfigurable space with
electronic facilities.
1998 – Windows’98 was
released.
•
QuickTime
•
Real Audio
•
Real Movie
•
Shockwave
•
Web-based E-mail
•
Web-based Chat
•
Voice Chat
•
Internet Phone
•
Emerge of web authoring
software such as Hot
Potatoes, Authorware, and
Director.
•
Desktop Conferencing
Allow learners to have direct
communication around the
globe.
FTP
•
Allow learners and teachers
to download documents,
graphics, sounds, videos, and
animation.
WWW
•
Learners search and share
different kinds of files on the
internet (documents,
graphics, sounds, video,
animation).
Chat:
(Debski (1997:47-48)
•
Allow learners to have real
time communication.
Main Characteristics:
•
Allow computer to incorporate
a variety of media from the
internet such as text,
graphics, sound, animation,
and video.
•
Internet resources are linked
together by Hypermedia.
•
Based on communicative.
Language teaching approach.
•
Built on student's intrinsic
motivation for authentic
communication.
•
Encourage interactivity
between the learner and
internet users around the
world.
•
More authentic language
learning environments are
created.
•
The four language skills are
integrated (listening,
speaking, reading, and
writing).
•
Focus on a variety of content
and multi-cultures.
1995-1999 - Development of:
•
Aim at integrating computermediated communication
applications for
communicative language
teaching as follows:
•
The curriculum is dynamic.
1995 - JavaScript was
introduced by Netscape.
(eg. E-mail communication, FTP,
World Wide Web, Chat, Gopher
sites, MOO servers, CU-SeeMe,
Desktop Video Conferencing)
E-mail
•
1995- Windows '95 was
launched with Internet Explorer
by Bill Gates & Microsoft.
Integrative CALL: Internet
Applications
Foreign language learning
will be an acquisition of
language content through
purposeful and reflective
participation.
1990- Internet applications
became popular such as Email, FTP, Talk (UNIX system)
The release of CERN (WWW),
a hypertext based system for
finding and accessing internet
resources.
Examples
TASEAP
USES OF CALL
IN
ENGLISH LANGUAGE TEACHING
This section gives a brief overview of how CALL has been used or can be used
for the purpose of language learning and teaching. The use of CALL can be
divided as follows: (1) Drill and practice, (2) Computer as tutor (3) Computer used
for simulation / problem solving, (4) Games on computers, (5) Computer as a tool
for ELT teachers and learners, and (6) Internet applications.
Drill and practice
In this use of CALL, computers are viewed as a tool for saving time with the
immediate feedback. The learning principles behind Drill and Practice is the
Behaviorism Learning Theory and the Audiolingual approach language to
teaching. The main aim of Drill and Practice is to review the content / background
knowledge, and to assist the learners to master separate language skills (such as
reading, listening, etc.)
Drill and practice consists of three steps: Providing stimulus; Receiving active
response from the learner; and Giving immediate feedback.
There are several types of drill and practice activities (exercises) such as Paired
Associate (Matching); Sentence Completion; Multiple Choice; Part Identification;
True-False; and Short-Answer questions.
Well-designed Drill and Practice programs can record the learner’s progress and
scores and the time a student spends on each exercise. Some programs add
timing features to help the learner to control their speed while practicing. Drill
and practice CALL programs in the early years focused on practicing language
skills and components separately (such as vocabulary, grammar (such as
irregular verbs, past tense, articles), reading, and translation. A lot of drill and
practice exercises were produced by classroom teachers. There are several
limitations of Drill and Practice exercises such as the lack of interaction and
content materials which are not authentic, meaningful, and contextualized (Felix,
1998). As a result, the receptive language drill and practice programs of the
1960s –1970s did not produce enough authentic communication for the learners.
Another type of Drill and Practice is so called "contextualized activities" such as
gap filling, reconstructing texts, etc. Examples of these programs are those
developed in early 1980s such as Cloze exercises, Text reconstruction, and
Eclipse (by Higgins), etc. A key authoring program used to generate text
reconstruction is Storyboard, written by John Higgins (Levy, 1997).
Computer as tutor
The role of the computer as tutor is to present to the learners the content of the
lesson as text graphics, video, animation, or slides, including learning activities,
drills and practice. The computer serves as a means for delivering instructional
materials.
7
The program consists of the following stages: Introduction stage (stating aims,
background knowledge), Presentation of the content, exercises and/or testing;
and Giving the feedback.
Examples of CALL tutorial programs are:
• Grammar: Longman Grammar Software; Grammar Expert Plus; Tense
Buster (Clarity Software); Grammar Mastery (ALA); Grammar Rom
(Addison Wesley Longman); Grammar 3D: Contextualized Practice for
Learners of English (Heinle & Heinle).
• Reading: Read It! Study Skills (Clarity Language Consultants) (EAP
reading); RocketReader (1998) (a speed reading program); ReadFlex
(Speed Reading); Reading for English (Athelstan) (Reading
Comprehension); SEEN: Tutorials for Critical Reading (KenCD Software)
(tutorials designed to develop analytical thinking and critical reading
skills); Accelerated Reader (Advantage Learning Systems).
• Writing: Paragraph Punch (a writing tutor for effective paragraph);
WriteExpress Easy Letters (effective business letters); Power Editing (an
interactive tutorial on how to edit and revise sentences); Report Writer for
Science and Engineering Reports (Clarity Language Consultants)
(EFL/ESL report science and engineer writing).
• Speaking, Pronunciation & Listening: Learn to Speak (The Learning
Company); English Pronunciation (1997-98) (Okanagan University
College); Dragon, Naturally Speaking (A voice recognition program); See
It, Hear It, Say It! (Courseware Publishing International); Accent
Improvement (SpeakWare); Real English (Wiser Software).
• Integrated Skills / Courseware: Ellis (CALI), Dynamic English (DynEd);
English Discoveries (Berlitz); English Language Development (Jostens);
Rosetta Stone (Fairfield Language Technologies); Planet English
(Unisearch Ltd and the University of New South Wales); Issues in English
(Protea Software); Active English (Courseware Publishing International).
Computer used for simulation / problem solving
Simulations and problem solving is used to foster analysis, critical thinking,
discussion and writing activities. The computer is not used much for tutorial
purposes. The program is designed to create language interaction through
problematic situations, conditions or problems challenging for the learner to
solve. Many simulation programs are problem solving games, which are
entertaining and educational ("edutainment").
Oregon Trail (1995-1998) (CD-ROM)<http://www.cd-romlink.com> is one of the
earliest educational simulation problem solving games. The learners are
challenged to make a series of decisions to guide their party from Missouri to
Oregon by covered wagon. These decisions begin with choosing a departure
date, through the daily decisions relating to pace, restocking and direction. The
learners face a series of obstacles: fires, floods, injuries, no water, bad water, no
grass, food spoilage, etc. The learners have to make life-or-death decisions.
Though Oregon Trail is not directly designed for ELT classes, the teacher can
create learning activities in both receptive and productive skills.
Other educational simulation problem solving games are Carmen Sandiego, A
Day in the Life (1995), and Carmen Sandiego Word Detective (1999), which
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helps learners to master essential language skills, Amazon Trail II (The Learning
Company) which is a simulation of a trip up the Amazon River.
Games on computer
The main principle behind computer gaming is that “Learning is Fun.” The main
aim is to create a pleasurable learning environment , and to motivate the
language learner. However, good educational games should have clear
educational objectives.
CALL games and simulation games are similar in that both are designed to
motivate students to learn through entertainment. However, they are different in
certain ways. Simulation games always use simulations (real life situations) in
the presentation of a game, while CALL games focus on providing fun, but
challenging environment to the learner. Though CALL games have clear learning
objectives, they are different from Tutorials and Drill and Practice. The main
function of CALL games is not so much to present the language content as
tutorials do but to provide entertainment to the learner.
Examples of CALL vocabulary games are Spelling Games, Spelling Bee and
Magic Hat, Scrambled Word, Word Worm, Hangman, Word Order, Find a Word,
Word Puzzles, Spelling Buddy, Cross Words, I Love Spelling (DK multimedia),
Scrabble Deluxe (Virgin Games) (Computerized version of the board game), etc.
Computer as a tool for teachers and learners
Word Processors
The most common tool used by teachers and learners in CALL is probably word
processors. Word Processors are tools for creating documents for making
handouts, sheets, desktop publishing, letters, and flyers for language teaching
and learning. There is a variety of word processors available, ranging from high
quality programs such as Microsoft Word <http://www.microsoft.com>, Corel
Word Perfect <http://www.corel.com > to simpler and cheaper programs such as
Microsoft Works <http:www.microsoft.com>, and Claris Works
<http://www.apple.com/appleworks>. Teachers can choose ones suitable for
their students.
Spelling checkers
Spelling checkers are tools for ELT teachers and learners for conducting spelling
check. Most high quality word processing programs such as Microsoft Word,
Word Perfect have built in spelling checkers. However, there are separate
spelling checking programs available such as Spell it Deluxe (1997)
<http://www.davd.com>, or Sentry Spelling-Checker Engine.
Grammar checkers
ELT teachers can use grammar checker programs to check and point out
grammatical problems in writing. Like spelling checkers, grammar checkers can
be a separate program such as Grammatik or built-in programs such as the
Grammar Check in Microsoft Word. However, these grammar checkers still
have limited abilities and are intended for native speakers. So they are not
recommended for ESL/EFL learners since they may be confusing.
9
Concordancers
Concordancing is an alphabetical list of words. It displays, in context, all
occurrences of words, phrases, etc. from a database of text. Teachers and
learners can use concordancing software to search large databases to find all the
uses of a particular word. It might be confusing for ESL/EFL beginners. The best
concordancer for ELT teachers and students is Oxford MicroConcord . The
software includes a total of about 1,000,000 words from British newspapers.
Collaborative writing
Collaborative writing is software that helps the learner to write collaboratively on
computers, which are linked in a local area network. Daedalus Integrated Writing
Environment is the most popular one. This software includes real-time
discussion, word processing, electronic mail, brainstorming, and a dictionary.
Reference software
At present many CD versions of encyclopedias, dictionaries, thesauruses, maps
and other references are available to the teachers and learners. Popular
reference CD-ROM programs are Microsoft Encarta 99 < http://www.iac-onencarta.com/>, Longman Dictionary of American English, Oxford Picture
Dictionary CD-ROM (1997) <http://www.oup-usa.org>and BookShelf
<http://www.Microsoft.com>. Microsoft Encarta Interactive World Atlas 2000
<Http//www.microsoft.com> Roget 's thesaurus.com
<http://www.thesaurus.com/>, WordWeb, (a thesaurus /dictionary), Collins OnLine Dictionaries, American Heritage Dictionary (Softkey); Longman Multimedia
Dictionary, Grammar Reference (US English grammar usage), American
Heritage Talking Dictionary (The Learning Company). Please note that entries in
many of these programs may be biased towards the country of origin.
Authoring
Generally, ELT teachers use commercially available CALL software. However,
much software does not meet the demand of the learners or does not suit the
learning objectives. Teachers need to adapt or create their own materials from
scratch. In this case, the teacher has to become an author, or a teacherprogrammer (Levy, 1997). The authoring software allows teachers to select
appropriate content and learning activities according to their students’needs.
There is a variety of authoring software ranging from pre-scripted authoring
programs such as Authorware (Macromedia), Toolbook (Asymetrix), etc. which
requires the user to write scripts, to customized template authoring programs and
allow the teacher to create customized teaching activities and exercises such as
Storyboard, Clozemaker, ChoiceMaster, GapMaster in Wida’s Authoring Suite,
Wiser Educator, Author Plus (Clarity Language Consultants), Authorware Attain
(Macromedia).
Internet applications
Computers can be connected to the internet and can incorporate interactive
multimedia: text, graphics, audio, video, and animation. It can be said that the
explosive growth of the internet has given new life to interactive media and CALL.
To access text, graphics, audio, video, and animation published on the internet,
the teacher and learner need to use "Web browser" software, a computer based
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graphical program that allows users to search and explore information on the
internet. Common Web browsers are Netscape Navigator and Microsoft internet
Explorer. It is expected that the internet will become one of the most popular
mediums for CALL because it allows for world-wide distance education.
The use of the internet is easy. The user usually interacts just by clicking the
mouse. Easy navigation is an advantage of using the internet in linking to
different sites around the world.
The following are internet applications that ELT teachers can use for language
teaching:
Electronic mail (e-mail)
Computer-mediated communication makes it easy for ELT learners to have
direct authentic communication with the teacher, other learners or interested
people around the world by using e-mail. E-mail is an excellent method for
teaching interactive writing. One of its advantages is that it provides interaction
with native speakers through pen-pal correspondence. E-mail writing is
considered to be more personal and meaningful than classroom writing activities.
(Felix, 1998). A problem concerning interaction through E-mail is that the
communication does not take place at the same time (asynchronous).
There is a variety of e-mail programs that can recommended for the learner. The
most popular program on the Unix platform is Pine of Washington University
<http://gpu.srv.ualberta.ca/HELP/mail/pine1.html>. Eudora
<http://www.eudora.com> and Netscape Mail <http://www.netscape.com> are
easy to use. However Pine and Eudora require direct connection to the internet
through the server in which the user is a member. If the user wants to access to
e-mail anywhere and anyplace in the world, he/she can apply for free web-based
e-mail services such as Hotmail.com <http://www.hotmail.com>,
Yahoo.com<http://www.yahoo.com>, Mail.com <http://www.mail.com>,
AltaVista.com <http://www.AltaVista.com>, etc.
File Transfer Protocol (FTP)
The File Transfer Protocol (FTP) is a facility for transferring files over the internet.
The original FTP was available on the UNIX system. But now FTP is also
available on the web, and it is becoming more user-friendly than the one
operating on the UNIX system.
When the user connects to a remote computer with FTP, he/she is
communicating between the two machines: one local and one remote. Once you
connect to the remote computer with FTP, you can do several jobs concerning
files such as sending local files (text and binary images, and sound) to the remote
site, retrieving files from the remote site, changing directories, naming and
deleting files both on the local and remote sites.
ELT teachers can use FTP to download or upload files such as software
programs, texts, images, sounds, videos. A lot of FTP sites are available on the
internet at several servers such as the FTP server at University of Illinois at
Urbana-Champaign < ftp://ftp.ncsa.uiuc.edu/ >Washington University at St. Louis
< ftp://wuarchive.wustl.edu/ >, FTP server at Monash University
<ftp://ftp.monash.edu.au>.
11
World Wide Web (WWW)
Computer networks have allowed to connect to information around the world, and
share millions of documents— texts, graphics, sounds, and video via hypertext
keywords or links. WWW or the web now has absorbed many of the above
services. For example, the web can now do e-mail, ftp, chat and voice chat,
desktop conferencing, and MOOs (Multiple-user-domains Object Oriented), which
allows for real time communication.
The WWW provides a rich resource of “authentic materials”for language
teaching and learning. Using web browsers such as Netscape
<http://www.netscape.com> and Internet Explorer <http://www.microsoft.com/>,
the WWW yields good (and bad!) resources for the teacher and the learner.
Learners can find information which suits their own interests and fields of study.
The teacher and learner can search for the following materials on the WWW:
a) Texts
Texts can be downloaded, saved as .html or .text files, and printed and kept
as worksheets. Teacher can download suitable texts and put them on the
school’s website for further reading assignments or doing English exercises
such as grammar, vocabulary, etc. There is a wealth of texts on a variety of
topics on the WWW that the teacher and the learner can choose to serve their
own interest. You can find texts in almost any field on the WWW. However,
there are some limitations on using text files on the WWW. Many web sites
consist of poor written texts with grammar and spelling mistakes or poor
writing style. The teacher must be selective in choosing text files for ELT
learners. A good website is CNN News Room <http://lc.byuh.edu/cnn_n/cnnn_page.html>. The student will learn both news and do some language
exercises such as vocabulary, grammar, reading, etc.
b) Pictures
Pictures can be very useful in language teaching and learning. Pictures can
convey meaning and stimulate language. By using a web browser, teachers
can download, save and print pictures and keep them as a resource for
language teaching. There is a variety of pictures on the web. Many pictures
are copyright-free for educational use. AltaVista <http:www.altavista.com>is a
good search engine for searching pictures on the internet.
c) Audio files
A lot of web sites provide audio clips that the user can download and store for
use in language teaching and learning. With advanced technologies such as
the RealAudio program <http://www.real.com>, the teacher can download
“live” audio files such as news, short stories, songs for use in class and self
access center or for individual listening at home. Web sites that provide
audio files are such as CNN News<http://www.cnn.com>, BBC English
<http://www.bbc.co.uk/worldservice>, etc.
d) Video files
The WWW is also a rich resource for Video files (video films, video clips,
digital movies). To view video files, there is a need for video and movie
viewing programs such as RealVideo<http://www.real.com>, QuickTime
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Movie<http://www.apple.com/quicktime/>, which can be downloaded from the
internet. Useful videos and movies that can be downloaded and saved are:
previews of video films, movies, conversations or dialogues among people,
news, speeches, and documentary films. Teachers can use videos and
movies with other media, such as textbooks, pictures, handouts, or audio
materials. However, there are some technical limitations with downloading
video materials. Video clips, which are usually short, are easy to download
and manipulate. However, long videos and movies, which need a lot of
computer RAM and disk spaces, always cause problems. The computer must
be powerful and must have a fast internet connection.
e) Chat & voice chat
Computer-mediated communication allows users to exchange real time
instant messages (no time delay as in e-mail). The applications of this
capacity are chat programs that allow users to connect to remote sites to
send and receive instant written messages. “Talk” is an original version of
chat on the UNIX system. Web-based chat is easier to use than the UNIX
system “talk”. Examples of chat programs on the web are: ICQ <
http://wwp.icq.com/>, IRC (Internet Relay Chat) < http://www.ircnet.org/>,
Yahoo <http://www.yahoo.com>. With the progress in real time audio
technologies, voice chat is becoming available (e.g. Yahoo Voice Chat
<http://chat.yahoo.com>). Voice chat allows users to exchange real timeinstant digital voice messages with users in remote sites.
Chat provides a strong motivation for interactive and communicative use of
language. ELT teachers can use chat sessions as a means for meaningful
authentic communication with the real audience. The learner can join several
chat groups according to his/her own interest.
f) Desk-top teleconferencing
One of the most important aspects of MOOs (Multiple-user-domains Object
Oriented or Multi-User Object Oriented systems) is communication (verbal,
nonverbal, expressing feelings) with people connected to the MOO from all
around the world. MOOs evolved from MUDs (Multi-User Domains). MOOs
allows for real time communication, simulation, and role play among users.
The users can build their own new "rooms”and write the description, to
determine who could come in and out. The user can even create their own
virtual home.
Recently a lot of special MOOs have been set up for ESL learners to
participate such as CU-SEEMe <http://www.cuseeme.com>. In using MOOs
special client software programs such as TinyFugue (for Unix, MUDDweller
(for Mac), or MUDwin (for Windows) are needed.
MOOs provide a strongly motivated means for meaningful authentic
communication with a real audience. Those who are interested in this desktop teleconferencing can join MOOs on many websites such as the CUSeeMe website <http://www.cu.seeme.com>, and at Rachel's Super MOO
List <http://cinemaspace.berkeley.edu/~rachel/moolist/>.
13
ADVANTAGES AND LIMITATIONS OF CALL
While Section 3 above shows some of the benefits of how CALL can be used for
language teaching and learning, CALL also has some limitations. This section
reviews advantages and limitations of CALL.
Advantages of CALL
Learner factors
• CALL can adapt to the learners' abilities and preferences.
• CALL can adapt to the learners’cognitive and learning styles.
• CALL can adapt to the learner’s self-paced learning. CALL can be used
for remedial work for slow learners and to accelerate learning for fast
learners.
• CALL offers individualized and private learning.
• CALL, with branching capability, provides choices and paths for learning,
allowing learners to work independently.
• CALL allows learners to control their own learning process and progress.
Motivation and attitudes
• CALL provides strong motivation for learning. Students will often do on a
computer what they are reluctant to do in a textbook or paper-pencil.
• Some CALL features such as graphics, sounds, animation, video, audio
are interesting and motivating for many learners.
• CALL can improve learners’attitudes towards learning English.
• CALL (internet) provides authentic communication that motivates students
to use language outside language classroom.
Feedback and progress record
• CALL can provide immediate responsiveness and feedback.
• CALL provides accurate records of the learner’s performance and
progress.
Teacher’s role and relationship with the learner
• CALL can change the relationship between teacher and student.
• The teacher becomes a facilitator rather than a person who controls the
learning environment.
• CALL is predictable and non-judgemental.
Mastery learning
• CALL provides opportunities for mastery-learning language skills.
• CALL can lower the amount of time required to master some materials.
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Co-operative learning
• CALL (e.g.simulation games) encourages learners to work cooperatively
in problem solving.
• CALL allows learners to learn cooperatively as a result of working
together (such as group works, and discussion.)
Communication
• CALL (e.g. games and puzzles) creates information gaps which provide
learners a need to communicate or interact with each other or with the
program.
• CALL (e.g. e-mail, chat, moos) promotes direct communicative skills for
the learners.
• CALL (e.g. e-mail, chat, moos) provides authentic, real communication
with native speakers of English outside the classroom.
Access to information and cultures
• CALL (e.g. CD-ROM and the internet) can increase access to information
to the learners.
• CALL (CD-ROM and the internet) allows learners to access cultures
around the world.
Learning environment
• CALL is a neutral medium. Compared to teachers, computers do not lose
patience, get angry, or play favourites as some teachers do. This creates
a safe learning environment.
• CALL can provide an active and positive learning environment.
• Integration of a variety of multimedia such as texts, graphics, sound,
animation, and video, allowing for creating authentic meaningful language
learning environments.
• CALL (the internet) has no limitations regarding different time zones and
places.
Cost effectiveness
• CALL is cost effective.
Limitations of CALL
Cost:
• Schools may lack funds for CALL implementations. Hardware and
software may be expensive for schools that have limited funding.
• The design of good CALL software requires expensive equipment and
cooperative teamwork.
• Not all students can access CALL (e.g. the internet). In many developing
countries, there is a discrepancy between the "have’s" and "have not’s"
regarding internet access.
15
Teacher's attitudes and anxiety
• ELT teachers may have negative attitudes towards CALL.
• There is fear that CALL might replace teachers.
• Many ELT teachers are anxious about CALL because they have limited
skills and experience in CALL theory and delivery.
• There is fear that the computer might isolate students from social
activities.
Training
• A lot of ELT teachers still lack training and skills in using the CALL, and
training costs are high.
• Training learners to use computers takes students’time away from other
educational activities.
• ELT teachers may lack the necessary computer-related skills.
Hardware, compatibility, and technical support
• Computer hardware is difficult to install and maintain for classroom
teachers.
• Spontaneous language production (e.g. speaking) is still limited by the
hardware capabilities such as voice-recognition and voice recording.
• Graphics and sounds provided on the computer are sometimes unrealistic
and incomprehensible.
• CALL software is sometimes restricted by the capabilities of the hardware
(e.g. not enough RAM to run big CD-ROM programs).
• Disk space is still problematic for storing large multimedia files.
• CALL (e.g. CD-ROMs) are sometimes not suitable for all computers,
platforms and hardware.
• Web pages appear differently on different computer platforms (e.g.
Windows, Mac). It sometimes makes students confused.
Software
• There are many poor CALL software programs due to the lack of
programmers with linguistic knowledge, and language teaching
experience.
• A lot of CALL software (e.g. Drill and Practice type) focus on teaching
separate, discrete language skills and component, ignoring discourse,
contexts, and cultures.
• Some CALL (e.g. the internet) does not support face to face
communication (e.g. E-mail, chat) well, though some present technologies
can provide sounds and pictures during communication there are some
limitations with speed, sound and picture quality.
• A lot of CALL activities (e.g. behavouristic approaches to CALL) are
limited to certain types of exercises such as multiple choices, true false,
matching, ignoring question-answer interactions.
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• There are a lot of web pages of poor quality. There is a lot of junk on the
internet. Teachers need to evaluate internet web pages with great care
before downloading or assigning the students to access them.
• At present CALL software still lacks ability of abstract reasoning and
problem-solving processes.
Accessing CALL on the internet
CALL on the internet is not yet fast enough in many places.
• Accessing audio, video and graphics files may be slow and unreliable on
modem connections
• Searching CALL on the internet is time-consuming and distracting since it
is non-linear.
• Searching on the internet is compromised by a lack of effective search
engines on the web. Many users end up with no information at all after
many hours of searching.
Feedback and evaluation
• Feedback is still limited. It has to rely heavily on the teacher’s input.
• Feedback on internet-quizzes is sometimes slow.
• Evaluation and exams on the internet is still difficult. It may cause some
inconvenience and students might cheat since it is not closely supervised
(compared to conventional paper and pencil tests).
TIPS IN USING CALL
The following, are tips for effective use of CALL for ELT teachers:
• Use CALL to serve educational purposes. Teachers should not jump on
the bandwagon just because other people have done so. Many teachers
use CALL because it is a new technology (like the language lab used to
be about 30 years ago) without considering whether it serve or gives true
value to educational objectives.
• Do not isolate CALL from the rest of the curriculum. Try to integrate CALL
with other subjects or disciplines in the curriculum. Using CALL across the
curriculum will make it more integrative.
• Consider CALL as one of many learning resources. Teachers should try
to incorporate other learning resources and materials such as books,
magazines, video, audio tape, with their teaching.
• Choosing appropriate CALL software for the learner, such as age, need,
and interest is important. Software evaluation guides are important tools
for the teachers in choosing suitable software.
• Using CALL is not the end in itself. Follow-up activities are also important.
A lot of lessons end when CALL finishes in class. In fact, follow up
activities such as group discussion, writing assignments, searching for
more data from other learning sources e.g. interviews, and surveys are
also important.
17
• Do not expect that all students in class would enjoy working on the
computer. A lot of students prefer human interaction (such as student –
teacher or student – student ) than with the computer. Teachers should
provide alternative activities for those students who prefer traditional
learning approaches.
• Do not expect that all students can work easily with the computer. Many
students take much longer to learn certain skills such as using the
keyboard, the mouse, etc., while other students pick up these skills easily.
Teachers must be patient and willing to help the slow groups.
• Try to incorporate a variety of activities on CALL such as desktop
publishing (e.g. word processing), e-mail correspondence, web publishing
(e.g. home pages, newspapers), chats and moos, and web based
assessment.
• Do not expect that teaching with computers would be easy for all
teachers. It can be exhausting or may require a lot of preparation such as
setting up the computer lab, preparing suitable software and materials
(printed and online), including follow up activities. Team work seems to be
the best solution for implementing CALL in school.
CONCLUSION
CALL has important potential for English language teaching. If used properly
with clear educational objectives, CALL can interest and motivate learners of
English. CALL can increase information access to the learner, provide flexibility to
instruction and thereby better serve the individual's learning pace, cognitive style
and learning strategies. CALL allows learners to control their own learning
process and progress. Using effective and suitable software applications, CALL
can provide communicative meaningful language learning environments. Good
quality and well-designed CALL software can offer a balance of controlled
practice and free communicative expression to the learners, including immediate
feedback. In the future, with the advance of computer technologies, it is
expected that CALL will be able to absorb some teaching functions. However,
despite greater user-friendliness, and effectiveness, CALL will never replace the
teacher. Like other new technologies, CALL is not a magic solution to language
teaching. The effectiveness of CALL relies on how CALL is utilized to meet
language learning goals for individualized learners in specific educational
settings.
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2 CALL management in the self access
centre: user policy development
Wichai Kritprayoch
INTRODUCTION
General background
In recent years, Self Access Centres (SACs) have been established in a large
number of schools, institutes, and universities in Thailand. This is partly due to
promotion at the national policy level; and partly because of a trend in language
learning in Thailand in which the focus has moved from teacher dependence to
learner autonomy. Most SACs include computer assisted language learning
(CALL) as a key part of self access learning. Through this mode of autonomous
learning, students can choose materials which suit them best and use them to
learn in their own way, in their own time, and at their own pace. In other words,
the SACs are the place where learners can develop their initiative, responsibility,
self-awareness, confidence and independence in learning. They can experiment
with flexibility in their learning style and decide what, when, why and how to learn.
The process of CALL management in self access centres
Although CALL is frequently one of the most important parts of a SAC as
mentioned above, it is not easy to run and support without having good
management strategies with clear outlines for student use.
CALL management is a state-of-the-art process which requires strategic skills.
According to Diagram 1 (overleaf), it can be seen that there are four steps in the
process of CALL management in a SAC. Firstly, the planning stage is very
important for addressing issues of who, what, when, where, why and how. In the
planning process, analyzing, planning and designing are paramount. For
example, if you want to have a SAC which includes a CALL section, the first thing
you have to do is to ascertain the needs and purposes of administrators, teachers
and learners are. Decision making is often better if the administrators, teachers
and learners are all involved in the process of setting up the CALL section.
19
Diagram 1:
The Process of the Management of Computer Assisted Language Learning in a
Self Access Centre
Planning
Maintenance
Implementation
Evaluation
In the planning and designing stage, the following items should be taken into
consideration:
• Staffing: students, and teaching and technical staff who get involved in the
CALL section
• Resources: media and information which is relevant to students and
teachers
• Software: selection of the educational and computer system applications
• Hardware: equipment for the CALL section
• Budget: payment for the CALL section
• Management: strategies to keep the CALL section operating smoothly
• Location and Layout: effective arrangement of furniture and facilities in the
CALL section
• Others: tables, chairs, shelves, boards, stationery, etc.
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Secondly, after you have analyzed, planned and designed what you are going to
do, putting all the ideas into practice is referred to as the implementation stage.
The following are some guidelines for implementation:
• Involve the institution, the faculty and the department
• Consider your institution’s situation e.g. organization, location, population
• Choose software first and then hardware
• Remember that staffing is as important as equipment
• Decide how the CALL section will be used by teachers and students
before arranging the furniture
• Start small then grow
• Provide adequate training for teachers and students
• Provide technical support, maintenance and security
• Draft regulations of use
Thirdly, you will have to evaluate the use of the CALL section, and decide
whether or not it is effective. This is to find out what aspects should be improved
and adjusted for efficiency and for ease of use.
Finally, after you have evaluated the CALL section and it has been operating for
a period of time, it is a good opportunity to think about how to maintain it so that
the CALL section can be used more effectively and efficiently.
Changing role of the SAC
CALL in Thailand is now playing an increasingly important role in language
learning. Most SACs aim at setting up a CALL section or computer laboratory to
serve the needs of learners and teachers. In the future, computer labs may
takeover the role of the SAC. This is because more and more resources are
available electronically. Computer labs will therefore become multipurpose
facilities for various purposes, including CALL. In this case the people who get
involved in setting up the computer laboratory will have to think more about the
process of CALL management as mentioned in 1.2.
User policy development
One of the most important components of CALL management in the SAC is user
policy development which will be discussed in this section. The main purpose of
user policy development is generally to make the CALL section run smoothly and
effectively. User policy development mentioned in this chapter, includes the
following topics as can be seen in Diagram 2 (overleaf):
• Regulations of Use
• Technical Support
• Maintenance and Security
• Training
• Layout
21
Diagram 2:
User Policy Development for the CALL Management in the SAC
• Troubleshooting
• Operating a Help Desk
•Software Updates
Networking, Hardware
and Software
• Checking out Computerbased Materials
• Computer Reservations for
the Use of CALL
• Use of Networks
• Appropriate Conduct
Regulations of Use
Technical Support
Maintenance and Security
User Policy Development
Training
Students
Teaching
Layout
Staff
Individual & Group
Learning
Relationship
of CALL layouts
and modes of
learning
Technical
REGULATIONS FOR THE USE OF CALL
IN
SAC
Regulations for the use of CALL in SAC are essential for CALL management. In
order to draft the regulations, the SAC manager and the SAC administrative
committee, should think of what will be included in the regulations for the effective
use of CALL so that everybody can use the facilities without any difficulties. Also
the regulations should aim to benefit most users for self access language
learning purposes. Yet, if the CALL section is used for language teaching, CALL
regulations should be enhanced to accommodate teaching requirements.
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Generally, there are four main parts which should be taken into consideration
when drafting the regulations:
• Checking out computer-based materials
• Computer reservations for the use of CALL
• Use of networks
• Appropriate conduct
Checking out computer-based materials
Computer-based materials are one of the most important parts of CALL. The
crucial question is: “Should users be able to check out the computer-based
materials i.e. CALL programs or CD-ROMs?”. The answer depends on the user
policy of the SAC. It is also dependent upon whether the SAC provides only
stand-alone computers, or LAN / Intranet and Internet networking in the CALL
section. If it provides only stand-alone computers in the CALL, there should be
multiple copies of computer-based materials. On the other hand, if it is
networked, there might not be any CD-ROMs provided in the CALL section
because all the programs can be installed onto the server. Therefore, if the
computer-based materials can be checked out, the following questions should be
considered by the SAC manager:
• What kind of computer-based materials are available to be checked out?
• How many copies of the computer-based materials are provided in the
SAC?
• Who can check out the CALL materials, students or language teachers?
• What are the purposes of using the computer-based materials, e.g. for
classroom teaching or for self-access learning?
• Where can the users use the materials, inside the SAC, in the office or at
home?
• If the users can check out the computer-based materials outside the SAC,
how long can they use them?
• Should the CALL programs be installed onto the hard disk or can they be
installed onto the local or central server?
Computer reservations for the use of CALL
In general, most computer laboratories hold a first-come-first-served rule. When
the CALL section in the SAC becomes more popular, however, congestion
problems will certainly occur. One solution is to provide more computers for
users. If this is not possible, there are several ways to help solve this problem as
follows:
• Classroom teaching in the CALL section should get priority over self
access learning.
• A reservation record sheet should be provided for users (learners and
teachers).
• A maximum period of use should be clearly stated when users make a
reservation.
23
Use of networks
Computer networks are used for accessing, communicating and electronically
transferring information for instruction and student learning. In a networked
environment, the following regulations may help the CALL section run smoothly:
• Sending messages that contain viruses which may result in the loss of
work or systems are forbidden.
• SAC networks should not be used for commercial purposes e.g.
marketing or business transactions between commercial organizations.
• Advertising is not allowed.
• SAC networks should only be used for the provision of academic services
which support the needs and purposes of learning and teaching
languages.
• Any kind of communication which violates applicable laws and regulations
is prohibited.
Appropriate conduct
In using the CALL section of the SAC, appropriate conduct should be taken into
account because this can help everyone use the computing facilities more
effectively. Following are examples of appropriate conduct:
• Use your account for your own work and keep your private password
confidential.
• Before using the computing facility, use your own account and password
to log into the programs; and when you finish, do not forget to log off the
network so that unauthorized persons cannot use the facilities.
• Use only your own account to search information and support your own
learning or research projects for academic purposes.
• Use only your own account to access the programs available in the CALL
section.
• Respect the privacy of other users.
• Respect the legal protection provided by copyright and licenses to
programs and data.
• Contact technical staff if you find problems with the hardware, software or
networks.
• Never use another person’s account and password.
• Never access, upload, download, transmit, display, distribute obscene or
sexually explicit material, or transmit obscene, abusive, or sexually explicit
language.
• Never damage or disable computers, computer systems or computer
networks.
• Never violate copyright or use another person’s intellectual property
without his or her prior approval or proper citation.
• Never install software onto a computer or delete software.
24
TASEAP
In addition, there are some additional regulations for the effective use of CALL which
the SAC managers should bear in mind. They are as follows:
• Food, drink or tobacco products are not permitted in the CALL section.
• Playing computer games and recreational activities of any type are not
allowed in the CALL section.
• Without permission, printing on special paper is forbidden in the CALL
section.
• There shall be no installation of software on these machines.
Below are some web sites that provide some examples of regulations being used at
educational computing facilities:
• http://www.nsac.ns.ca/ac/policy1htm
• http://www.mccsc.edu/policy.html
• http://www.eiu.edu/~ssblab/index.shtml
• http://www.rowan.edu/its/policies/
• http://www.uaf.edu/DCC/main/lab_policy.html
• http://www.shs.springfield.k12.il.us/lab/policies/rules.html
TECHNICAL SUPPORT
In using the CALL section in a SAC, adequate technical support is essential.
There are three main aspects of technical support: 1) troubleshooting; 2)
operating a help desk; and 3) updating software.
Troubleshooting
Troubleshooting in the CALL section will suggest about how to solve problems
that might occur frequently with programs. This can be done in the form of FAQ’s
(frequently asked questions), manuals, face-to-face contact, telephone, online
and onsite services. This means that the CALL section needs to provide a
technical expert in both daily operations and maintenance to assist in solving
both expected and unexpected problems. Following are some examples of
unexpected technical problems which require specific procedures:
• How to deal with the problem when the computer cannot be booted.
• How to get into the CALL program when the system has been altered by a
previous user.
• How to exit or log off when the application crashes.
• What to do when the computer hangs or does not work.
• How to adjust the colours of the CALL program on the screen.
• What to do when the audio of a CALL program is not working.
• How to adjust the volume of a CALL program.
• What to do when you cannot print your work out.
25
Operating a help desk
A help desk is a necessary part of the CALL section. It should be nearby;
otherwise, users should know where the help desk is when they have got any
technical problems. Consequently, there should be at least one technical expert
working on duty at the help desk in order to cope with any unexpected technical
problems such as those as mentioned above.
Updating Software
One important task of the CALL section is to periodically update CALL software
to bring it up-to-date with current versions. New software should be purchased
regularly to make it more interesting for users and to serve users’needs because
the world of CALL software is growing and changing rapidly. In addition, some
utility software should also be purchased or updated. For example:
• Log-in software to check students into and out of the CALL section
• Security software which makes the CALL section function efficiently and
protects the system from rogue users (see details the next section)
MAINTENANCE AND SECURITY
Maintenance and security are important aspects of running a CALL lab. Without
maintenance and security, the CALL section will not run smoothly and effectively.
There are several key features to look for in security software that makes the
CALL section function efficiently:
• Security utilities should not change the ‘look and feel’of the operating
system.
• You should be able to administer the security utility on all machines from
a single location i.e. via a LAN.
• Passwords on the security utility should be easily changeable so that
when you have a new group of workers in the CALL section you can
quickly assign a new password.
• The security utility should allow you to designate one folder of your local
hard drive as a ‘temporary’folder in which all users can create files, and
from which they can copy them to diskette or other removable media, or
to a public file server. (See details in
http://tcom.ohiou.edu/OU_Language/teacher/labmanage.htm)
In addition, the emphasis on maintenance and security of the CALL section
should include the following topics:
• Maintenance of a list of the systems and installations
• Updates to computer virus detection utilities (on a bimonthly basis)
• Computer security awareness and training for managers and staff who
are responsible for management, administration, operation, maintenance,
or support related to the systems and the installations
26
TASEAP
• Periodic computer security reviews of the systems and installations (See
details in http://www.dol.gov/dol/oasam/public/programs/plan/security.htm)
Regarding internet access, there are a number of programs which are designed
to filter unappropriate material when browsing:
• Cyber Patrol, an Internet filtering program, from The Learning Company
provides customizable access controls for multiple users. (See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/cp/merge.shtml)
• SurfWatch from SurfWatch Software, provides excellent protection
against intentional or accidental exposure.(See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/sw/merge.shtml)
• Internet Explorer 3.0 or later from Microsoft, has the ability to block
websites that provide PICS ratings labels. (See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/ie/merge.shtml)
• KidDesk Internet Safe from Edmark, provides absolute access control.
Specific websites and applications must be pre-selected for each user.
(See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/kiddesk/merge.s
html)
• Net Nanny from Net Nanny Software, attempts to filter by comparing
words and website addresses to “forbidden” lists. (See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/netnanny/merge
.shtml)
• WebChaperone from Rulespace, uses an effective, non-list-based
approach to Web-only filtering.(See details in
http://www.superkids.com/aweb/pages/reviews/kidsafe/1/wc/merge.shtml)
As for hardware maintenance and security, these are some guidelines that could
be considered:
• Before using the facility, every user should sign in and out of the lab with
the use of check-in software.
• All the equipment and peripherals (CPU, monitor, keyboard, mouse,
printer, etc) should be bar-coded, secured by cable (if possible) and
periodically checked to ensure they function well.
• A bar-code laser reader should be installed at the exit to prevent users
from taking the equipment out of the section without permission.
TRAINING
Human resources are as important as equipment. Faculty staff and students
need to be trained and supported in using electronic technologies as an aid to
language teaching and learning. That is to say, they should have been
psychologically and methodologically trained in order that they will have a
positive attitude towards CALL and use it effectively. In psychological training,
they should be trained to change their attitude towards CALL; whereas, in
methodological training, they will be taught how to use computers to serve their
own purposes (either self-access learning or classroom-based teaching). Staff
27
and students may require release from their regular duties to undertake training.
There are some suggested activities that should be included in the training:
Training
Staff
Students
Methodological
Psychological
Teaching
Technical
•
Brainstorm and share
experience on the roles
of CALL in language
learning and teaching
•
of CALL in language
•
of CALL in language
•
Point out the importance
and advantages of CALL
that enhance learning
and teaching
•
Point out the
importance and
advantages of CALL
that enhance learning
in class
•
Point out the importance
and advantages of CALL
that enhance learning in
class
•
Attend forums, seminars
and workshops on CALL
applications by in-house
trainers and invited
experts
•
Attend seminars and
workshops on CALL
applications by inhouse trainers and
invited experts
•
Attend an orientation on
CALL programs
available in the first
lesson of the course
•
•
•
Provide commercial
videocassettes or CDROMs for training in the
use of common software
Provide commercial
videocassettes or CDROMs for training in
the use of common
software
Be equipped with
computer skills by peers
or teachers
•
Be trained on how to
use CALL programs by
teachers
•
Attend demonstrations
of new CALL software
•
Be equipped with
handouts, posters and
manuals of CALL
software which have
been prepared by
teachers
•
•
•
Visit nearby institutions
using key software
Be trained to develop
work groups to produce
computer-based
materials for language
learning
Attend demonstrations
on how to use the new
CALL software by CALL
software experts
•
Visit nearby institutions
using key software
•
Consult with teaching
staff when preparing
posters, manuals on
CALL software
•
Be trained to help
teachers produce
computer-based
materials for language
learning
In addition, a great deal of informal training is conducted by peer and group skill
sharing in many SACs. This means when students are assigned to do CALL
work in pairs or even in groups, advanced students can help inexperienced
students by sharing CALL experience with each other. However, this should be
encouraged by rewarding and acknowledging this behaviour.
LAYOUT OF THE CALL SECTION
The layout of the CALL section depends on available space. It is important for
users because different layouts of the CALL section serve different modes of
learning. This depends largely on whether the emphasis is on self-access
learning or on small or large group classroom based learning within the lab. This
can therefore be arranged according to different modes of learning i.e. individual
28
TASEAP
learning, group learning and flexible learning. There are some points which
should be taken into account when designing the layout of the CALL section:
• Available space
• Lighting standards
• Amount of computers and furniture
• Security for equipment
• Best ergonomic interface between student and machine eg. chair: height
adjustability, back tilt, durability and tip resistance, back design.
Individual learning vs. group learning
Individualized learning is often the main purpose of the SAC. Therefore the layout
of the CALL section in the SAC should primarily be arranged to serve the needs
of self-access learning. On the other hand, group learning, i.e. peer learning,
small and large group learning, can be used for formal instruction. If the CALL
section is used as a computerized classroom, the layout of the CALL section
should facilitate teaching and learning. In fact, it can be designed in different
patterns to reflect the needs and purposes of use, together with available space
and the number of computers. The following are some suggested ideas for the
arrangement of the CALL section:
Desks in rows
A)
B)
This layout can be used in both
individual and peer learning. It is also
good for a small group of learners
involved in formal instruction.
This type of layout is arranged in
different pattern from A above. It is
not only suitable for individual
learning but also best used for group
learning in pairs or small groups.
29
“L” configurations
This L-shaped layout can be used in
both group and individual modes of
learning. In small groups, the teacher
or supervisor can walk around easily
and give feedback to students. Also,
it is suitable for discussion in a
plenary because students can rotate
their chairs and focus their attention
on the teacher.
“U” configurations
Like the “L” configurations, this
layout supports group and individual
learning and caters for discussion in
plenary, but it allows more
computers to be set up in the
available space.
“O” configurations
The O-shaped layout is suitable for
individual and group learning. In
group learning, learners can discuss
in pairs, in small groups or even in
plenary. This pattern is best used for
a medium sized group of learners.
30
TASEAP
Clusters of 4 desks
This layout of 4-desk clusters can be
used for self-access learning and
group learning. It is also specially
designed for a medium or large
group of learners. They can engage
in pairs or in small group discussion
by rotating their chairs to form
groups of 4.
Clusters of 6 desks
This layout of 6-desk clusters can be
used for self-access learning and
group learning. It is specially
designed for a medium or large sized
group of learners. They can also
have a discussion in small groups.
31
Relationship of CALL layouts and modes of learning
CALL Layout
Group Learning
Individual
Learning
Activity Type
Pair
Group
Class Size
Plenary
Small
(1-15)
Medium
(16-30)
Large
(30 up)
3
3
3
Desks in rows
(Type A)
3
3
Desks in rows
(Type B)
3
3
3
“L”
configurations
3
3
3
3
3
“U”
configurations
3
3
3
3
3
“O”
configurations
3
3
3
3
Clusters of 4
desks
3
3
3
3
3
Clusters of 6
desks
3
3
3
3
3
3
CONCLUSION
The management of computer assisted language learning in the self-access
centre is certainly one of the most important factors that can influence the
effectiveness of CALL. The better CALL management is, the more effective
CALL will be. Therefore, SAC managers should be aware of the process of
CALL management which includes the 4 following stages: planning,
implementation, evaluation and maintenance. Furthermore, user policy
development is another factor which cannot be overlooked. This includes
regulations of the use, technical support, maintenance and security, training, and
the layout of the computer lab. However, one of the major duties of the SAC
managers is to effectively run the SAC including the CALL section. In other
words, they should realize the real needs of users and the main purposes behind
the use of CALL. They should then plan, design and implement the ideas to bring
this into practice. Finally, to maintain a high level of service, they should
periodically evaluate the effectiveness of the facilities and procedures so that
they can make adaptations to keep the lab “customer focussed”.
32
3 Using the Internet for English
Language Teaching
Puangpen Intraprawat
INTRODUCTION TO THE INTERNET
What is the internet?
The internet is a network of networks that is, a world wide group of
interconnected networks which allows people and computers to communicate
and share resources. No one party controls the internet.
The internet has been used since the early 1970s. However, it was not attractive
to the public until the late 1980's when a physicist Dr. Berners-Lee, who was
working at CERN (European Particle Physics Laboratory), invented a computer
protocol called HTML (Hypertext Markup Language). This protocol allowed
researchers working at different locations to share information regardless of their
computer platform and became a standard format for electronic document
exchange. Later, CERN publicised the project, and it was enthusiastically taken
up by a number of researchers, universities and government organisations.
Then, in 1992 a web browser called The NCSA Mosaic (National Center for
supercomputing Applications) was invented. This browser helped computer users
to access any web site and gave a graphical user interface to viewing web pages.
Soon, people started to create their own web sites using all kinds of graphics as
well as sound and video files. The web has become very popular because it is
quick and easy to use, incorporates multimedia, and can access information
around from the globe in an instant. Now, ‘the web’has entered the popular
imagination and spans commercial and non-commercial organisations in (almost)
every country. The popularity of the internet is such that in November, 1999 there
were 221,000,000 people around the world online (for current usage statistics
see: www.euromkgt.com/globestats/).
How the internet works
All computers connected to the internet communicate with each other using
computer languages or “protocols”, commonly, the internet protocol (IP) and the
hypertext transfer protocol (http). Documents encoded in these languages can be
sent from one computer to another over a network.
33
Internet services
The internet is composed of the following services:
• The World Wide Web or a system for organising and accessing
information (text, image, video, audio) over the internet.
• Electronic mail (E-mail) usually text, but graphics, audio, and video can be
sent as attachments.
• Mailing lists for interest groups to exchange messages with each other.
• Chat in the form of written messages exchanged in real time.
• Telnet that a person logs on to another computer.
• FTP (File Transfer Protocol) that stores or retrieves files from a
remote computer
The World Wide Web
What is the World Wide Web?
While the internet is a global network of computers; the Web is the system used
to access and view information, including text, audio, video, graphics, etc. on the
internet.
How to Find Information on the Web
Information on the Web can be found by any of the following methods.
•
•
•
•
Using an address or URL
Net surfing
Using subject directories
Using search engines
Finding web pages using an address or URL
URL stands for Uniform Resource Locator which is a unique address of a
webpage. The URL of a web page is like the call number of a book. It tells the
computer which web page to retrieve and where it is located.
For example: http://www.taseap.com/TA/English.html
All World Wide Web URLs begin with http://
www indicates a web server called “WWW”
taseap, the name of the organisation
.com indicates the type of organisation
http://www.taseap.com/TA/English.html
TA is an individual folder on the server
English is the name of the document
Html defines the type of document (extension)
34
TASEAP
The easiest way to use a URL to find information on the web is to copy and paste
a known URL onto the URL locator on the Menu bar.
URL locator
Finding web pages by net surfing
Starting with a good page and following links that look interesting.
This can be time consuming.
Finding web pages using subject directories (subject searching)
A subject directory is a listing of internet resources arranged by subject
categories. Most subject directories have key word searching available.
Selected list of good subject directories:
Yahoo
http://www.yahoo.co
m/
Magellan
EINET Galaxy Subject
http://www.clearinghouse. Catalog:
net
http://www.einet.net/
Finding web pages using search engines (Key word searching)
A search engine is a program that searches documents on the Web. A user types
specified keywords into the search blank, the search engine then returns a list of
the documents . Normally, the term, “search engine” refers to the search engines
themselves such as Alta Vista and Excite.
Selected list of search engines.
Alta Vista:
http://www.altavista.com/
Infoseek:
http://infoseek.go.com/
Dogpile:
http://www.dogpile.com/
More search engines can be found from the following site:
http://owl.english.purdue.edu/files/128.html
More information on how to use Netscape Navigator:
http://home.netscape.com/eng/mozilla/1.2/handbook/docs/learn.html#C0
35
E-mail
E-mail or electronic mail is one function of the internet network. It has many
applications, such as composing, sending and receiving messages. People on
networks use e-mail to exchange information, communicate ideas, discuss
issues, share files, and edit and review manuscripts. It is the most popular and
heavily used function of the internet.
When you use e-mail, you will have to know two things: one is your e-mail
address which is like your mailing address. You give it to others so that they can
send e-mail to you. Another is your password, which only you know so no one
else can read your mail.
An e-mail address looks like this: (this is mine) [email protected]
Every email address has three parts:
• a user name (everything on the left of the @ sign)
• an "at" sign (@)
• the address of the user's mail server, or "hostname" (Everything on the
right of the @ sign) . Your host name should be your institution or an
organization's computer network.
Discussion groups and mailing lists
A discussion group or listserv is an automated mailing list comprised of people
who share the same interest. They use an internet service called listserv to
distribute messages to the group. You have to subscribe to become a member of
any of these discussion groups.
Chat
People around the world can “talk”to each other by “going” into virtual chat
rooms. In these chat rooms, you can "talk" and "listen" to people by typing on
your keyboard and reading messages on your screen in real time. You should
follow rules of netiquette (conventions for communicating online) when using
these rooms. Basic chat room language and guidelines can be found here:
http://www.esl-lab.com/courses/keypal.html#list
WEB SITES FOR ENGLISH LANGUAGE LEARNING
English language teachers can make use of the internet in many different ways.
For example, it can be used for reading practice, as a source of material
development, or to supplement classroom activities. Web pages can be
downloaded and printed. Online resources can be best used if the teacher as
part of their curriculum as well as in the SAC. The web sites listed in this section
have been carefully selected as an introduction to the breadth of resources
available to both students and teachers. Some of them are geared toward
specific skills, while others can be used as references:
36
TASEAP
Multi-resource Websites
Dave Sperling’s ESL Café
Multi-resource
Websites
http://www.pacificnet.net/~sperling/eslcafe.html
This is a web site which has excellent
resources for teachers and students. A wide
range of resources and activities are
presented. It is recommended as a good
starting point for on line CALL resources.
Selected Links for Students of English as a Second Language
http://www.aitech.ac.jp/~iteslj/ESL.html
Multi-resource
Websites
This is a good list of links to other ESL Web
sites. Hosted by the Internet TESL Journal, it
is Intended for ESL students. Links include
"Games", "Grammar", Communicating with
Others", "Listening", "Writing" and "Reading.
Linguistic Fun Land
Multi-resource
Websites
http://www.linguistic-funland.com/tesl.html
This is another site that is cited quite
frequently. Teachers and students can find
numerous resources and activities.
ESL Independent Study Lab
http://www.lclark.edu/~krauss/toppicks/toppicks.html
Multi-resource
Websites
This is quite a comprehensive site for
students. Each category contains activities
separated into different levels. The language
skill categories are well maintained.
Andreas Lund- English as Another Language
http://home.sol.no/~anlun/
Multi-resource
Websites
Once again, this is a comprehensive site, and
worth a look! Beside many other language
activities, students might find two activities, in
particular, most fascinating: Mazes and Web
projects.
37
Useful Resources and Learning Materials for Students
http://www.ling.lancs.ac.uk/staff/visitors/kenji/student.htm
Multi-resource
Websites
This is a very useful starting point for learner
materials. There are a variety of links that
students can use as resources or for
language practice.
Englishtown
Multi-resource
Websites
http://www.englishtown.com
There are many resources and activities
where students can improve their English on
this professionally produced site. There are
chat rooms, games, an International Pen Pal
Club, meeting areas, as well as ESL/EFL
lesson plans for teachers.
Kathy Schrock's Guide for Educators
Multi-resource
Websites
http://discoveryschool.com/schrockguide/
This site contains lists of activities for English
language learning. Students with all levels of
proficiency can practice various language
skills: listening, pronunciation, vocabulary,
reading, writing, grammar, games and
TOEFL.
Interactive Activities for students
The Quiz Zone
http://www.geocities.com/RainForest/Vines/8255/esl6.html
Interactive
Activities
There are two sites here for students to test
their English knowledge and skills: ESL6 and
ESL7. Quizzes include grammar, reading
comprehension, speaking, listening, etc.
Karin's ESL PartyLand
http://www.eslpartyland.com/students/learn.htm
Interactive
Activities
Many activities are available for students to
practice their English language in this site.
They are interactive quizzes, real time chat,
discussion groups, and opportunities to talk
about popular themes with e-pals.
ESL Online
http://www.ouc.bc.ca/ContEd/ce-inter/ONLINEindex.html
Interactive
Activities
Students can prepare for international English
tests (Test of English as a Foreign Language
– TOEFL and the Test of English for
International Communication - TOEIC)
besides several other listening activities
38
TASEAP
ABC Toon Center
Interactive
Activities
http://www.frontiernet.net/~jackson/journal.htm
This site is not really designed specifically for
ESL, there are many fun things to do.
Students can read children stories and play
games and puzzles.
Oz ESL Online
http://www.powerup.com.au/~ozesl/index.htm
Interactive
Activities
At this site, students can learn English as well
as have access to information about
Australian.
English Page
Interactive
Activities
http://www.englishpage.com/
These are on-line lessons for intermediate
and advanced students. It includes Weekly
Lessons as well as a Lesson Archive.
Allexperts.com
Interactive
Activities
http://www.allexperts.com/
Students can ask expert volunteers e-mailed
questions. The process is quick and easy.
They just simply select a category, click on
the name of the expert they want to ask a
question. Then, within a few days, they will
get the response!
Cutting Edge
http://www-writing.berkeley.edu/chorus/call/cuttingedge.html
Interactive
Activities
At this site, there are interactive activities for
students to practice their English language
skills. They include both integrated and
individual skills.
Wicked Stuff for English learners
http://www.stuff.co.uk/wicked.htm
Interactive
Activities
There are all kinds of interactive activities for
various levels of ESL students, including:
Vocabulary, Pronunciation, Testing- TOEFL
Practice, Listening, Reading.
VLC Hong Kong Virtual Language Center
http://vlc.polyu.edu.hk/
Interactive
Activities
39
This is quite a comprehensive site for
students to search for information and
practice their English skills. It includes
exercises for English grammar, reading, and
games.
Specific English Language Skills and Areas
The Listening Lounge
Listening
http://www.englishlistening.com/
This is a great site to begin your exploration of
online listening activities. Students can learn
English by listening to authentic listening
passages from this site.
Integration of Reading, Listening and Speaking Skills
Listening
http://www.ehq.com/li/eslpjt/
This site contains a few stories for listening
comprehension and a number of phrases
used in everyday English.
Talking point on air
Listening
http://news1.thls.bbc.co.uk/hi/english/talking_point/talking_point_on_air/default.asp
This is part of the BBC site that contains
excellent listening passages with
supplementary texts. Debates about
controversial issues are available.
BBC English Radio-English Language Learning and Teaching
Listening
http://www.bbc.co.uk/worldservice/learningenglish/index.shtml
The BBC's World Service radio gives some
great tips for students to start learning via
radio programmes. Its “introduction”gives an
overview to the site.
ex-CHANGE
Speaking
http://deil.lang.uiuc.edu/exchange/
This site gives second language students the
opportunity to express themselves using the
English language in a variety of ways. The
approach is to show students methods of oral
communication.
Virtual Presentation
http://www.ukans.edu/cwis/units/coms2/vpa/vpa.htm
40
Speaking
TASEAP
This site does not provide a place for students
to practice their speaking. But it is the place
where students can learn how to prepare
themselves for an oral presentation. It
contains hints and tips.
News for English Language Learners
Reading
http://www.bangkokpost.net/education/home.htm
This is one of the most cited web sites for
lessons designed for reading enhancement.
Students can learn new vocabulary, practice
their reading comprehension, learn various
translation methods, etc from the Bangkok
Post, a major English Language newspaper of
Thailand.
Learning with Mysteries
Reading
http://www.thecase.com/ and http://www.mysterynet.com/learn/
Mysteries are great for teaching critical
thinking, reading, and writing skills, and they
utilise a higher order level of thinking. There
are two sites here for students to practice
their thinking skills. The stories are good.
Instant Lessons
Reading
http://www.english-to-go.com/etgsite/visitors/
A complete lesson is added each week for
teachers to print out and use in the classroom. Students can do the exercises on their
own because answer keys are also included.
The reading texts are based on Reuter news
articles.
CNN Interactive Learning Resource
Reading
http://literacynet.org/cnnsf/archives.html
This site offers lessons based on current
and past CNN San Francisco bureau news
stories. The reading selection and various
interactive activities are aimed at students
with reading levels not high enough to read
and understand standard newspaper articles.
41
Reading Comprehension
Reading
http://vlc.polyu.edu.hk/comp/ReadComp.htm
A number of reading comprehension
exercises for students are provided. All of the
reading passages are adapted from the South
China Morning Post.
Reading
Reading Materials for EST
http://www.learner.org/exhibits/garbage/intro.html
This site provides an excellent introduction to
the problem of global waste management and
some possible solutions.
How Stuff Works
Reading
http://www.howstuffworks.com
Many common appliances, machines, and
technologies are presented such as UPC bar
codes, bread, digital clocks or watches,
compasses, and microwave ovens. The
excellent diagrams and simple explanations
make this a good site for EST teaching.
Newton's Apple
Reading
http://ericir.syr.edu/Projects/Newton/index.html
These are science lessons on PBS including
topics such as bee stings, AIDS, blood typing,
jungle survival, and dinosaurs. Each lesson
offers questions to consider, discussion,
activities for children to try, and further
reading references.
Interactive Learning Resources
Reading
http://www.otan.dni.us/cdlp/education/other.html
These Web pages focus on utilising current
news stories for educational purposes. The
lessons can be used for group activities or as
individualised learning.
Frizzy University
Writing
http://thecity.sfsu.edu/~funweb/
At this site, there are virtual classrooms,
E-mail exchange activities, and many useful
links for students to practice their English.
This is recommended for those wanting to
establish pen-pal links overseas.
42
TASEAP
The UVic Writer's Guide
Writing
http://www.maclab.uvic.ca/writersguide/Pages/MasterToc.html
This site provides extensive guides to writing,
with some follow up exercises for students to
practice.
OWL: Purdue Writing Lab
Writing
http://owl.english.purdue.edu/
This site has been frequently cited for its great
resources on how to improve writing skills.
More than 130 handouts on writing are
available.
Writing Your Electric Postcard
Writing
http://postcards.www.media.mit.edu/PO-bin/filloutPostCard.perl
Students can choose different types of
postcards, writes a short note and send them
onto their friends or classmates. An example
of postcard is shown.
E-mail Project Home Page
Writing
http://www.otan.dni.us/webfarm/emailproject/email.htm
This site is quite easy to access. Its directions
are simple . Some stories can be great topics
for discussion.
Guide to Grammar and Writing
Grammar
http://webster.commnet.edu/HP/pages/darling/grammar.htm
This is an extensive guide to effective use of
the English language. Many interactive
quizzes and exercises are included.
Elements of Style - Strunk, William. 1918
Grammar
http://www.bartleby.com/141/
The classic text on grammar and composition
is now on line. Students can check out the list
of words and expressions commonly
misspelled or misused.
43
EnglishCLUB.net: Grammar
Grammar
http://www.englishclub.net/study/grammar/index.htm
It presents tutorials and quizzes on aspects
of grammar such as verb tenses and
prepositions.
The Hampstead School of English's Online English Grammar
Grammar
http://www.edunet.com/english/grammar/toc.cfm
This site not only act as a book of reference
to On-Line English grammar but also it
contains English Language Practice Pages
and English Grammar Clinic where students
can send their English grammar questions
experts.
Index of grammar materials
Grammar
http://web2.uvcs.uvic.ca/elc/studyzone/grammar.htm
Index of Grammar Materials
Students can do a number of grammatical
exercises here. This website belongs to the
University of Victoria, British Columbia,
Canada. It includes tenses, conditionals,
adjectives, adverbs, articles, prepositions, etc.
English Grammar on the Web
Grammar
http://www.gsu.edu/~wwwesl/egw/index1.htm
English Grammar on the Web
This website is organized by a grammar
expert at Georgia State University, US. These
lists have been prepared for ESL students so
that they can have more grammatical
practice. But various types of Grammatical
exercises from The Heinle & Heinle Inventory
of Published Grammar Activities will prove
very helpful for teachers.
Grammar Safari
Grammar
http://deil.lang.uiuc.edu/web.pages/grammarsafari.html
There are suggestions for word "hunting"
and "collecting" with examples of specific
words as they are used on the Web. It may
be too complicated for beginners, but helpful
to students preparing for TOEFL.
44
TASEAP
Vocabulary Enrichment
Vocabulary
http://members.tripod.com/~hakancan/bookmarks.html#VOC
This is a site which students can do many
exercises to improve their vocabulary. There
are also many useful links to other sites which
are focused on vocabulary learning.
Vocabulary Workshop
Vocabulary
http://www.southampton.liunet.edu/academic/pau/course/webesl.htm
Meanings of prefixes and suffixes with a list of
vocabulary to study.
General resources
Merriam-Webster's Collegiate(R) Dictionary
Dictionary
http://www.facstaff.bucknell.edu/rbeard/diction.html
It is convenient for students to search for
words using this dictionary. It is based
on Merriam-Webster's Collegiate(R)
Dictionary, 10th Ed.
Dictionary
The Collins Cobuild Student’s Dictionary
http://talisker.linguistics.ruhr-uni-bochum.de:8099/ccsd-set.html
This is another on line dictionary which is
easy for students to use.
45
Documentation and Citation Styles
Internet, APA and MLA Citation Styles
Citation
http://uwc-server.fac.utexas.edu/citing/
This site includes information of how to cite
documents using APA and MLA formats as
well as documents from the Web.
Internet, APA and MLA Citation Styles
Citation
http://uwc-server.fac.utexas.edu/citing/
APA and MLA styles guides are offered at
this site. Many other sites dealing with
documentation can be linked from this site.
Teachers’Resources
Volterre-FR
Multi-resources
http://www.wfi.fr/volterre/home.html
This is one of the web sites that has been
mentioned for their excellent ESL/EFL
resources from France. Teachers can find a
lot of resources and activities here.
46
TASEAP
Aardvark's EFL Resources
Multi-resources
http://www.baysights.com/aardvark/
This is the site that can be used as a guide
to resources and contacts for students and
teachers of English.
LAN618 Resource Page
Multi-resources
Http://www.fed.qut.edu.au/tesol/resource1.html
It is a collection of useful resources at
Queenland University of Technology for a
course called Technology and Second
Language Learning (LAN 618).
Internet Treasure Hunts
Multi-resources
http://elicos.qut.edu.au/treasure.html
Teachers can find useful information on how
to use web pages for their teaching.
Learner Independence SIG Home Page
Multi-resources
http://www.iatefl.org/lisig/lihome.htm
Teachers can find out more about special
interest groups as well as find more
information about teaching, lesson planning
and sites of interests from the its extended
collection of links.
47
Journals For Teachers of English as a Second Language
Journal
http://www.aitech.ac.jp/~iteslj/
It contains articles on lessons & lesson plans,
teaching techniques, handouts & other
classroom materials, and projects.
EST-L (English for Science and Technology)
http://www.u-aizu.ac.jp/~t-orr/estsub.html
Discussion Group
This is the URL to join a discussion group
(listserv) on English for Science and
Technology. After you have joined, you will
receive regular mails from other members of
the group.
the ESL Discussion Center
Discussion Groups
http://www.eslcafe.com/discussion/
This is one popular place for English
language teachers to begin.
Neteach-L
Discussion Group
http://www.tesol.net/neteach.html
At this site, English language teachers can
find recommended websites to use in their
teaching. New websites are rated and
updated regularly.
48
TASEAP
Lesson Plans
Lesson plans
http://humanities.byu.edu/classes/ling577na/index.html
Teachers can see samples of lesson plans
prepared by graduate students taking
language methodology class (either
Dr. Anderson’s or Dr. Henrichson’s). Most
lessons aim at teaching integrated language
skills using task-based activities.
Internet Treasure Hunts
Lesson plans
http://elicos.qut.edu.au/treasure.html
Teachers can find useful information on how
to plan their language lessons and pick up
teaching tips. There are also ready-made
lessons which again can be adapted for use
in ESL classrooms.
Karin’s ESL Partyland
Lesson plans
http://www.eslpartyland.com/teach3.htm
There are lots of lesson plans which teachers
can print out or adapt to be used in class. The
site also offers pages on teaching with film,
teaching with music, and teaching with the
Internet.
Lesson plans from Teacher’s desk
Lesson plans
http://www.knownet.net/users/Ackley/lessons.html
This site offers useful ideas for assignments,
projects and activities. Even though it does
not really aim at ESL students, ESL teachers
can still find the ideas very valuable.
ESLflow
Lesson plans
http://www.homestead.com/ESLflow/Index.html
49
This site has great resources for ESL
teachers. The sources are classified
according to English proficiency levels.. ESL
teachers can also find valuable links to other
sites which contain subject area content.
About Com
ESP resources
http://about.com/
Teachers can find a great many
resources for material development
here. It includes expert guidance from
hundreds of guides and useful tools to
build vocabulary (ESP).
NY Learning Network
ESP resources
http://www.nytimes.com/learning/
English language teachers can use a variety
of articles for their material development as
well as asking the students to do activities
such as News Summaries, Daily News Quiz,
Science Q & A, Crossword Puzzles and Ask
a Reporter.
The Science Daily Magazine
EST resources
http://www.sciencedaily.com/
Teachers of ESP can find various topics to
be adopted as English lessons. The topics
include health and medicine, plants and
animals, matter and energy, earth and
climate as well as computer and math.
Science
EST resources
http://www.sciencemag.org/
This is a global weekly magazine (American
Association for the Advancement of Science)
which is another good source for developing
materials for ESP classes.
Science Now
http://sciencenow.sciencemag.org/
50
EST resources
TASEAP
This is a site that includes a daily news
service (American Association for the
Advancement of Science) .
New Scientist
EST resources
http://www.newscientist.com/
The articles in this well-known magazine are
readily accessible. Teachers will find many
of them helpful for their material
development.
HTML Resources : A Beginner's Guide to HTML
Creating a web page
http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html
This web site has excellent resources.
Teachers and students can begin to explore
the technology which is behind the Internet.
Annabella's HTML Guide
Creating a web page
http://www.geocities.com/~annabella/html.html
A very user-friendly site! Simple step by
step tutorials on writing basic HTML and
building your first homepage.
Webmonkey for Kids
Creating a web page
http://www.pacificnet.net/~sperling/eslcafe.html
Webmonkey is a fun way to show how to
write a web page. It is targeted to children.
51
4 An evaluation matrix for reviewing
commercial ELT software
Kitima Indrambarya
INTRODUCTION
During the past few years, computer-assisted language learning software (CALL)
has gained an ever more prominent role in foreign language instruction. With an
increasing amount of software available in the market, language teachers need to
be able to identify good software, which is suitable for their students. The best
way to identify the most suitable software is to undertake software evaluation
both to compare software and to identify useful features. For language teacher’s
convenience, an evaluation matrix has been developed as a ready-to-use tool to
help select the most appropriate commercial ELT software which is on the
market.
The purpose of the matrix is to assist in:
• software evaluation
• buying software for academic institutions
• comparing multimedia CALL software
• undertaking staff development in the area of CALL
• developing in-house CALL software solutions
This chapter is divided into five sections. The first section provides an overview of
CALL software. The second section is a guide to using the Evaluation Matrix. The
third section introduces the Evaluation Matrix. Comparisons of four samples of
commercial ELT multimedia software are presented in the fourth section, followed
by individual reviews of the same software in section five. This is followed by a
list of some common CALL applications, sorted by educational category. The last
section provides a blank evaluation matrix ready for use.
What is the scope of CALL software?
CALL software is defined here as software which is designed to promote
language learning with the following characteristics:
• software which focuses on the practice of language skills, language
components and/or language functions
53
• software which promotes customised learning and allows individuality in
selecting learning activities
• gives feedback to the learner
• promotes interaction between the student and the computer, or among
students as a group
Keeping these criteria in mind, computer-based language games such as
Scrabble, Crossword, and Boggle (on CD ROM) which aim to enrich learners’
English vocabulary are considered CALL software in this chapter.
On the other hand, resource-based software such as Microsoft Encarta 98,
Compton’s Interactive Encyclopedia 1998, and Britanica CD98 are not regarded
as CALL software for there are no language learning objectives underpinning the
design. Similarly, word processing software such as Microsoft Word, and
presentation tools such as Microsoft Powerpoint, are tools for language learning,
but are not specifically considered to be CALL software. These latter applications
do not give immediate feedback or promote interaction among learners.
Even though the term ‘software’may include programs installed on hard disk,
CD-ROM, and the internet, this section limits its scope to software which
promotes English language learning in the form of multimedia CD ROM only, as
this is the form of software which is most commonly used in educational
institutions today.
Broad categories of CALL software
CALL software, especially that published on CD-ROM, is classified below into
four broad types. These classifications are based on educational principles built
into the software by their designers. For example, practice/drill approaches to
CALL are generally built on behaviourist principles, while problem-solving and
project-oriented (Pro-CALL) approach lean toward a constructivist/
communicative approaches (for a detailed discussion on this issue, refer to
Chapter One in this resource book). The categorisations of CALL used herein are
represented by the following types:
• Tutorial: These programs provide sets of language followed by practice
and drill. Courseware, which is developed as an entire course with
accompanying printed material and assessment tools, is also considered
to be a type of tutorial.
• Practice/Drill: These programs focus on the reinforcement of practice.
• Problem-solving / Simulation: Some of these programs may not be
designed directly for second language learners. Learners are challenged
to take part in and solve problematic situations. These programs focus on
developing critical thinking skills with the use of English language as the
medium. They are both entertaining and educational and hence
commonly referred to as ‘edutainment’.
• Game: These programs use game activities to promote language learning
indirectly.
54
TASEAP
USING THE EVALUATION MATRIX TO SELECT SOFTWARE
As there is a large amount of CALL software available in the marketplace, one
question arises: How do we select CALL software which is most suitable for our
students? This section introduces five steps as a guide to selecting CALL
software for use in academic institutions: determine your needs and
requirements, shortlist the software which you will evaluate, customize the
(supplied) evaluation matrix to suit your needs, use the matrix to evaluate the
software you selected, and finally make your selections or recommendations.
STEP 1
Needs Analysis and requirements determination
Needs Analysis
As with curriculum design, material has to be carefully selected so that it meets
the needs of your students and fellow teachers. Similarly, software selection
requires the same degree of care to ensure its usefulness. For example, after
installation there may be a perception that the software is not practical. It may be
too complicated to use, or it might be unsuited to the preferred mode of teaching.
Its content may not match the curriculum. Clearly, a good understanding of the
needs of your students and colleagues is an essential prerequisite to get value
for money. The following key questions should be considered prior to evaluation
and purchase:
• What is the typical profile of your students?
• What is their level of proficiency?
• What type of English are they most interested in?
• What language skills do they need?
• What is their intended use of English?
• What are your colleagues’expectations of CALL software?
User Training
User Training is an important issue to consider, both when selecting software,
and when implementing it in your institution. Indeed, the cost of training may even
outweigh the purchase price of the software. Many features of even the most
common software applications remain under-utilised from want of adequate
training. Although advertisements for CALL software emphasise terms such as
‘ease of use’and ‘user-friendliness’, the reality is often quite the reverse. Different
types of software require different levels of support and training, and may require
close cooperation with your technical team to implement successfully. The extent
to which students, teachers and technical staff are willing to undergo training is
an important consideration before and after selecting new software. Determine
the willingness of the users to engage at a technical level with the software,
before committing to complicated CALL applications.
Institutional policies
In addition to technical considerations, your institution may have established
policies and practices which may need to be taken into account. Institutional
expectations must be addressed when vetting and selecting software. For
example:
55
• Are students expected to study on their own, or use the facilities with
technical support and educational guidance?
• How big is the size of the user group? Are multiple copies of software
needed? Is a site license necessary?
• What are the policies and regulations of computer use in the SAC, and do
these policies restrict the types of software which can be considered?
(Refer to Chapter Two herein for a detailed account of SAC requirements
and user policy issues).
Technical Considerations
Making the right choice begins with matching the new software to your technical
specifications. Make sure the software you are reviewing will run on your system,
or that you will be able to cover technological/infrastructural changes as required:
• Is the software compatible with existing hardware, operating system and
computer network?
• Does it require extra hardware requirements (e.g. extra memory, special
graphics and sound cards) or software requirements (e.g. Windows NT
Server software)?
Budget
Your budget may ultimately be the limiting factor when determining your
requirements and making a final selection. Needless to say, within your
budgetary constraints, you should attempt to procure the widest and most
suitable range of software you can. As mentioned before, you must make
additional allowances and contingencies when calculating the cost of software,
for, much of the expense may be tied up in hidden costs, which may not be
apparent at the time of purchase. For example, there are the associated costs of:
• upgrading hardware, network infrastructure and system software to meet
the demands of the CALL software upon installation
• training teachers, students and technical staff to support and effectively
use the software
• maintaining and upgrading software to avoid obsolescence
Naturally, the scope of such considerations is dependent on the organisation at
hand. Nevertheless, it is worth stressing again that the most suitable software
may not be the most fancy, nor the most expensive, but that software which
serves its purpose and compliments the activities of its educational environment.
Be sure to know your needs before investing your time and money in new
software.
STEP 2
Shortlist Software for Evaluation
Prior to evaluation, it is necessary to shortlist software from the range of
alternatives available. You should attempt to quickly exclude those programs
which do not meet your fundamental requirements (from Step One above). Next,
you will need to determine which products are worth looking at in more detail.
Here are a few successful ways of achieving this:
56
TASEAP
• Search for recommendations from other teachers, university personnel,
and from information sources such as the internet (e.g.
www.superkid.com).
• Try to get an evaluation copy of the software prior to purchase.
• If an evaluation copy is not available, get an expert informer (i.e. teacher,
software distributor or software developer) and ask them leading
questions.
STEP 3 Customize the evaluation matrix
Before using the evaluation matrix (below) to appraise software, you should
identify the major criteria for software evaluation. The key criteria to be
considered include:
•
•
•
•
•
•
•
•
•
•
•
•
Matching of learning objectives to those contained in the software design
The content of the CALL materials
Program design and performance
Degree of edutainment (the educational and entertainment values of the
materials)
Interface (ease of use and attractiveness of the program)
Help features and support offered within the program
The usefulness of multimedia resources in the activities
Learner’s control over navigation and sequencing in the program
Teacher’s role in guiding the use of the software and providing task
consultation
Assessment options available in the software
Supplementary documentation for technical and educational support
Technical considerations for implementation
Details of these and other criteria details are given in the following matrix (Table
1: Explanation of Matrix Terms). It is suggested you review the matrix terms and
explanations, both as a guide to using the matrix (in the next step) and as a
check list of what you may need to know before beginning evaluation in detail.
To customize the evaluation matrix to serve your needs, use the explanations of
terms in the following matrix to decide which parts of the actual evaluation matrix
are relevant or important to you. Cross out / delete aspects of the evaluation
matrix which are too detailed for your purposes.
The evaluation matrix is divided into two parts:
Part 1
lets you tick ü next to the item if it is present in the software and/
or rate if the item can be evaluated on a scale. Note: some items
can not be rated, and are therefore merely ticked to show whether
they are present or not. You can use the scale recommended (13), shown as stars (H= poor, HH = fair, HHH = good) or use a
more detailed scale (e.g. 1-5 or 1-7) if required. If an item is not
applicable, write N/A.
57
Part 2
allows you to fill in general software and hardware information.
Note that the greyed-out areas of the matrix do not need to be
filled in. The blank evaluation matrix is available in the last section
of this chapter.
Table 1: Explanation of Matrix Terms
Part I (T) = Tick, (R) = Rating
Description
1.
User
Level:
Beginner
Pre-Intermediate
Intermediate
Upper intermediate
Advanced
Age Group:
Pre-school
Children
Teenagers
Adults
Purpose:
GE
ESP
EAP
Learning Mode:
Self-study
Course-based
2.
3.
4.
58
CALL type
Tutorial
Drill-Practice
Simulation / Problemsolving
Game
Objectives
Explicit Learning
Objectives
Match of activities to
Objectives
Language skills and
components
Listening
Speaking
Reading
Writing
Pronunciation
Grammar
Vocabulary
Others (Please specify)
Who is the target audience?
What is the proficiency level of the user?
Beginner Level
(T)
Pre-Intermediate Level
(T)
Lower-Intermediate Level
(T)
Upper Intermediate Level
(T)
Advanced Level
(T)
In what age group is the user?
Toddlers, aged 3-5
(T)
Children, aged 6-12
(T)
Teenagers, aged 13-19
(T)
Adults, aged 20+
(T)
What type of English does the program focus on?
General English
(T)
English for Specific Purpose
(T)
English for an Academic Purpose
(T)
What kind of learning mode is the software suitable for?
Self-instruction outside classroom in the topic of interest, with
appropriate level of difficulty at their own pace
(T)
Use as part of the classroom instruction including classroom
assignment
(T)
What is the overall category of the software?
Providing sets of language explanations followed by
exercises.
(T)
Practice and drill exercises as a reinforcement
(T)
Developing a Critical thinking process while using English
language
Language games
(T)
What are the learning Objectives?
How explicit are the learning objectives?
(R)
Do the learning activities presented in the software match the
learning objectives stated?
(T)
What language skills and components are included in the
software?
Listening Skills
(T)
Speaking Skills
(T)
Reading Skills
(T)
Writing Skills (including spelling)
(T)
Pronunciation Skills
(T)
Grammar exercises
(T)
Vocabulary exercises
(T)
Specify other types of language focuses found in the program
(T)
TASEAP
Description
5.
Language Approach /
syllabus
Structural
Communicative /
Functional
Other (Please Specify)
6.
7.
Activity Type
Drag & Drop
Gap Filling
Multiple Choice
Matching
Reordering Items
True/False
Spelling/Dictation
Text Reconstruction
Short Answer/Writing
Voice Recording
Games
Content:
Authenticity
Appeal
Accuracy
Order of Content
Organization
Cultural Appropriateness
Appropriate Level of
Difficulty
Exercise Features:
Appropriate number of
Exercises
Helpfulness of Exercises
Type of English Language
Use:
British English
American English
Australian English
Canadian English
8.
Degree of Edutainment
9.
Interface
Attractiveness
Pop-up Menus
Use of Icons
Ease of use
10. Help features
Accessibility
Comprehensibility
Usefulness
Adequacy
What language approach does the software use?
The language content is sequential around grammatical
structures (e.g. simple present tense, past tense, etc.) (T)
The language content is organized around notions and
functions (e.g. greetings, identifying, reporting, etc.)
(T)
Specify any other language approaches used in this software
What kind of activities does the software use?
Drag the items to the most appropriate place
(T)
Type the correct answer into the blanks
(T)
Choose the best answer
(T)
Match items with another
(T)
Reorder words/phrase/sentences into correct order
(T)
Choose whether the statement is true or false.
(T)
Spelling or Dictation exercises
(T)
Reconstruct the texts based on cues given
(T)
Write short answer or statement on a specified topic or
questions
(T)
Record Voice
(T)
Games such as Hangman, Tic Tac Toe
(T)
How well is the content designed?
How authentic is the material? Does the program use a
native speaker’s voice?
(R)
How appealing is the content of the software?
(R)
How accurate is the content? Is it well-written? Is it
grammatically correct?
(R)
How well is the content organized? Does it progress from
lower to higher difficulty?
(R)
How culturally appropriate is the content?
(R)
How appropriate is the content for the levels of proficiency of
the students stated?
(R)
What are the exercise features?
To what extent does the program contain a sufficient amount
of exercises in each topic area?
(R)
How helpful are the exercises/activities?
(R)
What type of English language does the program use?
British English
(T)
American English
Australian English
Canadian English
(T)
(T)
(T)
How enjoyable is the program?
How smooth is the interface of the program?
How attractive is the program?
Are there any pop-up menus?
How effective and easy-to-understand are the icons?
How easy to use is the program?
(R)
Is help available?
How easily accessible is the help feature?
How easy to understand is the help feature?
How useful is the help feature?
How adequate is the help feature?
(T)
(R)
(R)
(R)
(R)
(R)
(T)
(R)
(R)
59
Description
11. Program Design &
Performance
Interaction
Clarity of
Instructions/Prompts
Self-explanatory
Possible Answer
Program Feedback
Feedback Type:
Indication of Correct
and Incorrect
Response
Hints to Correct
Response
Opportunity to retry
Incorrect response
Explanation
Direction to relevant
part of program for
review
Feedback Tone:
Friendliness
Encouragement
12. Use of Multimedia in the
Activities
Supplementary Script
Match text with sound
Hypertext
Graphics
Animation
Audio
Video
Appropriate Rate of
Speech
60
How good is the program design and performance?
How well does the software promote meaningful interaction
between computers and learners?
(R)
How clear are the given instructions or prompts?
(R)
How self-explanatory is the program?
(R)
Does the program allow more than one possible answer?
(e.g. British & American Spelling)
(T)
Does the program give feedback on activities?
(T)
What kind of feedback does the program give?
Does the program provide any indication of correct and
incorrect responses?
(T)
Does the program provide any hints/cues/prompts leading to
correct responses?
(T)
Does the program allow users to retry if they get the wrong
answer?
Does the program provide any explanation of wrong
response?
(T)
Does the program direct users to relevant parts of the
program to review their answers?
(T)
Specify other types of feedback used in the program. (T)
What kind of feedback tone does the program use?
Does the feedback tone sound friendly?
(T)
Does the program give encouraging feedback e.g.
compliments upon correct answer?
(T)
How useful to the learning process is the multimedia in the
activities?
Does the program use text/script for an audio or video?(T)
How useful is it to the learning purpose?
(R)
Is there a match between the text and the sound?
(T)
Does the program use hypertext?
(T)
Is the hypertext clearly indicated? How useful is the
information given in hypertext?
(R)
Does the program use any graphics e.g. drawing, pictures (T)
How useful, relevant to what is taught are the graphics?(R)
Does the program use animation?
(T)
How useful and relevant is it to the learning process? (R)
Does the program use audio?
(T)
How useful is it to the learning process?
(R)
Does the program use video?
(T)
How useful, attractive, and relevant is it to the learning
process?
(R)
How appropriate is the rate of speaking?
(R)
TASEAP
Description
13. Learner’s Control
Printing Accessibility
Internet Accessibility
Multi-windows
Accessibility
Consistent Navigation
Ease of Navigation
Topic Selection
Exercise Selection
Option for configuring
program:
Volume Adjustment
Audio Control
Availability
Accessibility to Answer
Key
File System Control
14. Teacher’s Role
Customized Authoring
Features:
Programmable
Templates/Prescripts
On-line/Network Feedback
Task Consultation
15. Assessment
Quizzes / Tests
Task Score
Record Keeping & Progress
Report
16. Supplementary
documentation:
User Manual
Textbook
Student’s Workbook
Teacher’s Handbook
Answer Keys
How much control over the program do users have?
Does the program allow users to print information?
(T)
Does the program allow Internet linking?
(T)
Does the program allow users to use multi-windows functions
or have control over the program windows e,g. minimize,
maximize?(T)
How consistent is the program navigation? e.g. Using same
icons located in the same part of the screen to represent
similar functions
(R)
How easy is it for learners to enter, leave the program, go
back to an earlier part of the program, and access the menu?
How much control does the user have in choosing topics of
interest?
(R)
How much control does the user have over choices of given
exercises? e.g. can the user do exercises in any order? (R)
Does the program allow users to alter program configuration?
How useful is it?
(R)
Can students adjust the volume?
(T)
Can students record and play back certain parts of the audio
with ease?
(T)
Does the program allow users to access the answer key?(T)
How easily accessible is it?
(R)
Does the program allow users to control saving and opening
files?
(T)
What is the teacher’s role in using the software?
Does the program provide customized authoring tools for
teachers to author/add their own instructional materials ?
Can the teacher author instructional materials in the way they
desire based on a scripting language?
(T)
Can the teacher author instructional materials based on given
easy-to-use templates?
(T)
Does the program allow teachers to give feedback online or in
a networking environment? Is there any student management
system?
Does any part of the program (e.g. writing, pronunciation)
require consultation from teachers?
(T)
What kind of assessment does the program provide?
Does the program provide any quizzes based on the
activities?
(T)
Does the program give scores for each activity?
(T)
Does the program keep records and/or show progress score
report?
(T)
Does the program offer any supplementary documents?
Does the program provide a user manual?
(T)
How useful is it?
(R)
Is there a textbook accompanying the program?
(T)
How useful is it?
(R)
Is there a student workbook accompanying the program?
How useful is it?
(R)
Is there a teacher’s handbook accompanying the program?
How useful is it?
(R)
Is there an answer key accompanying the program?
(T)
How detailed is it?
(R)
61
Description
17. Platform
DOS
Windows 3.1
Windows 95/98
Windows 2000
Windows NT
Macintosh
18. Technical Consideration
Ease of Installation
Program Sturdiness
Text Quality
Graphic quality
Sound quality
Loading Speed
Microphone
Technical Support:
Manual
Online Help
Phone Contact
What is the software operation system?
Dos, pre-Windows system
Windows 3.1+
Windows 95, Windows 98
Windows 2000
Windows NT
Macintosh
(T)
(T)
(T)
(T)
(T)
(T)
What technical issues need to be considered?
Is the program easy to install or uninstall?
(R)
How sturdy is the program? Does it contain bugs causing it to
crash?
Does the program function well?
(R)
How easy is it to read the text?
(R)
How well-designed are the graphics? Are illustrations clearly
labeled?
(R)
How good is the sound quality? Is it intelligible, clear?
(R)
How fast does the program load?
(R)
Is microphone needed?
(T)
What kind of technical support is available?
Does the program provide a troubleshooting section in the user
manual?
(T)
Does the program provide an online help/technical support? (T)
Does the program provide a phone number to contact for
technical assistance?
(T)
Part II Software Information
Description
Version
Publisher
Year of Release
Cost
Hardware Requirement
Memory (Ram)
Hard Disk Space
CD Rom / DVD Rom
Speed
62
What is the version of the software?
Who is the software publisher?
What is the year of release?
What is the cost of software?
What hardware requirements are required to run the software?
What RAM is required?
How much disk space is required on the hard disk?
What is the minimum speed of CD Rom or DVD to run the
software?
TASEAP
STEP 4
Evaluate the software by filling out the matrix
After having tried out the software, use the matrix to evaluate it. The Blank
evaluation matrix can be found at the end of this chapter.
• Write the names of each piece of the software at the top of the matrix in a
separate column.
• Eliminate those parts of the matrix which are not relevant (as per
suggestion in step 3, above).
• Go through each relevant item in the evaluation matrix and fill it out.
• The content of some items may overlap with that of another category.
• The help features (Category number 10) and online help in
technical considerations category (Category number18).
• English language Type: British and Australian English;
American and Canadian English (Category number 7)
• Audio and video (Category number 12)
• Ease of use (Category number 9) and Ease of navigation
(Category number 13)
STEP 5
Make overall evaluation and recommendation
• Pinpoint mandatory items. This will vary. What is mandatory and more
important for one person may simply be optional to another. Mandatory
items or quintessential requirements should be given a weighting when
making your selection.
• Prioritizes the items and give a weighting to those which are more
relevant to your educational goals.
• Items which are unchecked or unticked in the evaluation matrix may be
absent because the program is not designed for that purpose, e.g. the
microphone in category number 18 may be un-ticked if the software
focuses on listening rather than speaking. The absence of such features
cannot be viewed as a negative feature.
• Find out the special features that make the software different from a
textbook or from classroom teaching.
• Recommend that software most appropriate for your educational,
technical and strategic needs.
COMPARATIVE EVALUATION MATRIX
This sections presents a comparative evaluation matrix exemplifying four
commercial software products. The software has been selected on the basis of
the categories of CALL, mentioned earlier, as well as on convenience and on
availability. These products are only samples of software available and by no
means represent the best software in the market. The four pieces of software
reviewed are:
63
• Issues in English (Tutorial type)
• Rosetta Stone (Practice / Drill type)
• Real English (Practice / Drill type)
• Oregon Trail II (Problem Solving type).
SOFTWARE EVALUATION MATRIX
Directions: Tick ü for items that is available on the software.
The rating scale: H = poor, HH fair, HHH = good
Write N/A for not applicable features in the software
Note:
the rating scale may be changed to a more detailed scale if
required (1-7).
The greyed out areas of the matrix do not need to be filled in.
Part I
Issues in
English
Tick
Rating
1.
2.
3.
64
User
Level:
Beginner
Pre-Intermediate
Intermediate
upper intermediate
Advanced
Age Group:
Pre-school
Children
Teenagers
Adults
Purpose:
GE
ESP
Rosetta Stone
Tick
Rating
Real English
Tick
Rating
Oregon Trail II
Tick
ü
ü
ü
ü
ü
ü
ü
-
-
ü
ü
ü
-
-
-
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
-
-
-
-
ü
ü
ü
-
ü
ü
ü
-
EAP
Learning Mode:
Self-study
Course-based
-
-
-
-
ü
ü
ü
ü
ü
ü
ü
CALL type
Tutorial
-
ü
ü
-
-
Drill-Practice
Simulation / Problem-solving
-
-
ü
--
-
ü
Games
Objectives
Explicit Learning Objectives
Objectives
-
-
-
-
HHH
ü
HHH
ü
HH
ü
Rating
N/A
N/A
TASEAP
Issues in
English
Tick
Rating
4.
Language skills and
components
Listening
Speaking
Reading
Writing
Pronunciation
Grammar
Vocabulary
5.
6.
7.
Language Approach
Structural
Communicative / Functional
Activity Type
Drag & Drop
Gap Filling
Multiple Choice
Matching
Reordering Items
True/False
Spelling/Dictation
Text Reconstruction
Voice Recording
Games
Content:
Authenticity
Appeal
Accuracy
Order of Content
organization
Difficulty
Exercise Features:
Exercises
Helpfulness of
Exercises
Use:
British English
American English
Australian English
Canadian English
8.
ü
-
ü
ü
ü
ü
ü
Rosetta Stone
Tick
Rating
Real English
Tick
ü
ü
ü
ü
-
ü
ü
ü
Rating
Oregon Trail II
Tick
ü
-
-
ü
ü
-
-
-
-
ü
ü
-
-
-
-
ü
ü
ü
ü
-
-
-
ü
-
ü
ü
ü
ü
ü
ü
ü
-
ü
ü
ü
ü
ü
ü
-
-
-
ü
-
Rating
HH
HHH
HH
HHH
HH
HH
HHH
HHH
HHH
HHH
HHH
HH
HH
HHH
HHH
HH
HH
HH
HH
HH
H
HH
HH
HHH
HHH
HHH
N/A
HHH
HHH
HH
N/A
ü
ü
-
ü
ü
HH
ü
ü
ü
HH
N/A
-
ü
-
HH
HHH
65
Issues in
English
Tick
Rating
9.
Interface
Attractiveness
Pop-up Menus
11.
Help features
Accessibility
Comprehensibility
Usefulness
Adequacy
Program Design &
Performance
Interaction
Clarity of
Instructions/prompts
Self-explanatory
Possible Answer
Program Feedback
Feedback Type:
Indication of correct or
Incorrect response
Hints to correct
response
Opportunities to retry
Incorrect response
Explanation
Directions to relevant
program for review
Feedback Tone:
Friendliness
Encouragement
12.
Use of Multimedia in the
Activities
Hypertext
Graphics
Animation
Audio
Video
Appropriate Rate of Speech
66
Tick
HH
ü
Rating
ü
Real English
Tick
HH
-
H
HH
Use of Icons
Ease of use
10.
Rosetta Stone
Rating
Tick
HHH
-
H
HH
HHH
HH
HHH
HH
HHH
ü
HH
HH
H
H
-
HH
HH
HH
H
HHH
HH
HH
HH
H
H
HH
HH
HHH
HH
HHH
HH
HH
HH
HH
HH
-
-
-
N/A
ü
ü
ü
N/A
ü
ü
ü
N/A
-
-
ü
N/A
ü
ü
ü
-
-
-
N/A
N/A
ü
-
ü
N/A
H
H
ü
Rating
-
ü
-
Oregon Trail II
HH
-
ü
ü
-
HHH
HH
-
-
ü
H
HH
-
HH
H
ü
ü
HH
HH
H
ü
ü
HHH
N/A
N/A
ü
ü
HH
-
-
-
-
-
-
ü
ü
HH
HHH
-
ü
-
HHH
-
-
ü
ü
ü
HHH
HH
HH
-
-
ü
HHH
HH
-
-
HHH
-
HH
TASEAP
Issues in
English
Tick
Rating
13.
14.
Learner’s Control
Multi-windows accessibility
Ease of Navigation
Topic Selection
Exercise Selection
program:
Volume Adjustment
Audio Control
Availability
Accessibility to Answer Key
File System Control
Teacher’s Role
Customized Authoring Features:
Programmable
Templated
Task Consultation
15. Assessment
Quizzes / Tests
Task Score
Report
16. Supplementary
documentation:
Manual
Textbook
Student’s Workbook
Answer Keys
17.
Platform
DOS
Windows 3.1
Windows 95/98
Windows 2000
Windows NT
Macintosh
18.
Technical Consideration
Program Sturdiness
Text Quality
Graphic quality
Sound quality
Loading Speed
Microphone
Rosetta Stone
Tick
Rating
Real English
Tick
Rating
Oregon Trail II
Tick
ü
-
-
-
-
-
ü
ü
-
ü
ü
HH
HH
HHH
HHH
-
-
ü
ü
ü
ü
ü
-
-
ü
H
-
HHH
HHH
HHH
HHH
HH
ü
ü
ü
ü
HHH
HHH
HHH
HHH
HHH
ü
ü
-
-
ü
ü
ü
-
N/A
ü
ü
-
-
-
ü
ü
ü
-
-
N/A
N/A
N/A
N/A
ü
ü
ü
ü
-
-
ü
ü
ü
N/A
N/A
N/A
-
-
ü
-
-
ü
ü
ü
-
-
ü
ü
ü
ü
-
-
HH
ü
HHH
-
-
-
-
-
-
ü
ü
ü
-
ü
ü
HHH
HHH
HH
HHH
HHH
HH
ü
N/A
ü
-
ü
HHH
HH
HH
HH
HHH
HHH
ü
HHH
HHH
HHH
HHH
HHH
N/A
HH
-
ü
HH
HHH
HHH
HHH
-
-
ü
Rating
-
HHH
HHH
HHH
HHH
HHH
HHH
-
HHH
HHH
HHH
HHH
HHH
HHH
-
67
Issues in
English
Tick
Rating
Technical Support:
Manual
Online Help
Phone Contact
Rosetta Stone
Tick
Rating
Real English
Tick
Rating
Oregon Trail II
Tick
Rating
ü
ü
-
-
ü
ü
ü
ü
ü
ü
Issues in
English
Rosetta Stone
Real English
Oregon Trail
II
N/A
Protea
Textware
2.3.2
Fairfield
Language
Technologies
1998
Level 1: $330
Level 2: $390
486DX
8MB
11MB
2x CD Rom
N/A
Wiser
Software
1.3
Learning
Company
1998
$99.95
1996
$14.95
486
8MB
20MB
2xCD Rom
486
8MB
12MB
2x CD Rom
-
ü
Version
Publisher
Year of Release
Cost
Memory (Ram)
Hard Disk Space
CD Rom / DVD Rom speed
68
1996
$104
486-66
8MB
18MB
2x CD Rom
REVIEWS OF SOME COMMERCIAL ELT SOFTWARE
This section presents brief summary reviews of the four pieces of commercial
ELT software which were evaluated in the previous section, namely Issues in
English, Rosetta Stone, Real English, and Oregon Trail II. The review addresses
the following four aspects:
• Descriptions
• Advantages
• Limitations
• Recommendations
Issues in English
Issues in English
Description
Issues in English is an example of traditional tutorial CALL software. The
program consists of 32 video clips. Eight controversial issues (animal rights,
environment, smoking, gambling, public transport, growing old, euthanasia
and discrimination) are presented at four levels of difficulty from beginning to
Upper Intermediate levels. Each issue starts with a video clip with an option
of seeing a script. The script contains hypertext giving a pictorial meaning
where possible, otherwise short definitions or synonyms. The video clip is
followed by choices of various types of exercises including listening
comprehension, dictation, grammatical explanation and exercises,
vocabulary, pronunciation and writing activities.
Advantages
• Teaching points and indexes are helpful for teachers to see language
focus.
• The listening text contains controversial issues which are quite
appealing to all audiences.
• Four language levels of difficulty for each topic offer flexibility for
independent learning to match learners of different levels and of
different language backgrounds.
• The listening text for each language level differs by text length as well
as by vocabulary choice.
• The use of hypertext in giving pictorial meaning where possible allows
students to readily capture word meaning.
• Both students’answers and grammatical references may be printed out
for self-study purposes.
Limitations
• Monotonous ‘No’is given without any hints to the correct answer for all
activities.
• Not much difference in the rate of speech in the three higher levels of
proficiency.
• Navigation graphic icons are not readily comprehensible (e.g. menu,
exit, exercise, test icons)
• The answer key is only available through printing.
• The use of video clips is of little educational value because it does not
make use of the visual aspects of video.
• Help is not easily accessible and rather inadequate
Recommendations
69
Issues in English contains very interesting controversial issues for listening
exercises. Moreover, it can lead to a classroom discussion and writing
assignments. It is recommended to accompany classroom tasks, especially
for writing activities, as it requires teacher’s consultation.
Rosetta Stone
Rosetta Stone
Description
Rosetta Stone is untraditional in its approach to tutorial multimedia
courseware. The program uses selected pictures to convey the concept of
words and sentences effectively. The program is composed of 2 language
levels: English level 1 (Beginners to Pre-Intermediate) and English level 2
(Intermediate to Upper-intermediate). Level 1 consists of 8 units (92
lessons including reviews); Level 2 consists of 11 units (118 lessons
including reviews). Each unit contains 10 lessons plus a review lesson.
Each lesson contains 10 screens, each of which has 4 pictures. The
program is available both for stand-alone or for a network system. The
program emphasizes all four language skills. Each of the units is available
in 12 “run modes”(featuring listening, reading, speaking and writing skills)
plus a reference tool and tutorial functions in which students can get an
overview of all the materials and test themselves.
The program is accompanied by a user guide, a student workbook, an
answer key and a teacher’s handbook. The program also offers a Student
Management System for teacher to keep record of students.
Advantages
• Non-traditional way to teach grammatical and functional concepts
effectively through pictures and cartoons especially on tense, giving
directions, etc.
• Flexible control by user: volume control, choice of feedback icons and
sound, timer setting, delay options for viewing pictures and sound,
saving files on a disk, etc.
• Ability to enter, leave the program, and move on to the next level of
the same unit any time.
• Two separate versions of English language are available: British
English and American English.
• A variety of choices, regarding language skill types: listening and
reading (with or without picture given), listening with picture given,
reading with picture given, dictation, and speech reproduction.
• Voice recording feature allows students to compare their voice with
that of the native speaker’s.
• Student Management System allows teachers to design and control
the content and keep record of student progress .
•
70
Helpful student’s workbook and teacher’s handbook provided.
Limitations
• No indication on how far learners must continue to finish the exercise
or test. This can be frustrating to learners.
• Limited type of exercises: only picture matching, dictation and voice
recording are available.
• Only still pictures are used in the program.
• A rather confusing way of grouping the “Run menu”mode.
• No hints for correct answer are given.
• In the middle of the units, it is not possible to change control options.
• Some icons are not readily comprehensible e.g. menu.
• To move on to the next question, learners must first get the correct
answer (4 tries).
Recommendations
Rosetta Stone lets students effectively capture the grammatical and
functional concepts of language through pictures. It is most suitable to be
used in association with a language course – classroom use or a class
assignment – particularly as reinforcement of grammatical points and
language functions. The student management system enhances teacher’s
control over the language content and keeps records of students.
TASEAP
Real English
Real English
Description
Advantages
Real English is a practice/drill type of multimedia software, focusing
mainly on listening skills. The program features authentic English in
real life situations in the form of interviews, conversations and news.
The program consists of 4 CD volumes, namely, travel, sports,
entertainment, and business. To start, students need to choose a
module, followed by a unit and an exercise topic before choosing one
of the following exercises: multiple choice, gap filling, sequencing
text, matching text, and true/false. The program also allows a self-test
option for learners.
• Intriguing topics which are appealing to learners
• Matching of sound and text helps ease the listening difficulty for
language learners.
• Good listening comprehension and recognition practice for
language learners
• An authentic English setting
• Repetitive use of the same video clip in all exercises from a
particular module help reinforce learner’s language skills
• The same publisher also provides an easy-to-do customised
authoring template for teacher to create their own lesson (Wiser
Educator) at an additional purchase
• Maximizes learner control: configuration change, number of gap
setting, request for free words in the gap filling exercises as well
as choice of entering or exiting the program at any time
• Incorporates games such as anagram and hangman as hints in
the gap filling exercises. It is helpful and entertaining for
students.
• Online score with correct answer are illustrated.
• User-friendly
Limitations
• Only listening skills are reinforced.
• Cannot load dictionary.
• Repetitive use of the same video clip for all exercise types (with
paraphrased questions asked) which are ordered in the same
sequence can bore learners who may simply leave the exercises
before getting to the end of each exercise.
• Matching text and sequencing text exercises have little
educational value, e.g. testing the recognition level of language
rather than comprehension level.
• Some topics are more difficult than others due to real life
situation e.g. interview, news is much more difficult than daily life
topic such as going to the movie.
• Test does not randomise questions. It is hard to know whether
students do well in the test because they understand better after
a few repetitions or because they remember the position of
answer.
Recommendations
Real English offers extensive listening practice in an authentic
setting. It has excellent learner control features. The program is most
suitable for independent learning from intermediate to advanced
levels.
71
Oregon Trail II
Oregon Trail II
Description
Oregon Trail II is a multimedia simulation problem solving game,
which is designed to create interaction through problematic situations
and conditions. It is challenging for the learners to solve. The player
takes a character’s role and makes a series of decisions to guide
his/her party from across the U.S. continent (in 1840s - 1860s) from
Independence, Missouri to Oregon and California in a covered
wagon. These decisions begin with choosing a departure date. Then
the player has to make daily decisions relating to pace, restocking
and direction. The player faces a series of obstacles such as fires,
floods, cold, injuries, water shortage, poisonous water, sickness, food
spoilage, etc. The player has to make many decisions. Upon reaching
their destination, they will receive a deed to a plot of land or a chance
to prospect for gold. It is their first step in settling up a new life in the
western territories.
Advantages
• Makes the most out of multimedia, which incorporates text,
graphics, sound, and animation to motivate learners.
• Challenging to the learners since it is a simulation problemsolving game.
• Authentic and very close to the real life of the immigrants of
those days.
• Encourages the learners to work cooperatively. They have to
discuss and make important decisions together.
• Flexible learner’s control over the program operation e.g.
save/open file, volume and sound adjustment, enter or leave the
program any time, etc.
Limitations
• Biased towards American culture and history.
• EFL learners without American historical background will be lost
without pre-program guidance.
• Only listening and reading skills are reinforced.
Recommendations
72
Oregon Trail II is very good edutainment software for language
learning. Although Oregon Trail II is not designed directly for ELT,
learners will find it challenging. Two or more learners may play the
program independently or as a classroom supplementary activity. In
either case, teachers should give learners an overview of American
history. To make the best use of the program, teachers can create
learning activities in both receptive and productive skills such as
small group discussion. Moreover, teacher’s supervision may help to
promote a foreign language-learning environment among players.
TASEAP
A
CATEGORISED LIST OF COMMERCIAL
ELT
SOFTWARE
Based on the four categories of CALL software discussed in section one of this
chapter, the following 4 tables illustrate brief lists of ELT software with information
on user group, language skills focus, target use and publisher details.
Tutorial type CALL software
Software Name
User Age
Language
Skills
Integrated
Language
Type
ESP
(Business)
Publisher
Dynamic
Business English
Teenagers
Adults
DynEd
Http://www.dyned.com
Dynamic English
CD
Teenagers
Adults
Integrated
GE
DynEd
Http://www.dyned.com
Issues in English
Teenagers
Adults
Listening
Reading
GE
Protea Textware
PO Box 49
Hurstbridge 3099
Australia
[email protected]
Read It:
Computer
Science
Read It:
Engineering
Teenagers
Adults
Reading
Clarity Software
Http://www.clarity.com.hk
Teenagers
Adults
Reading
Rosetta Stone
Teenagers
Adults
Listening
Reading
ESP, EAP
(Computer
Science)
ESP, EAP
(Computer
Science)
GE
Tense Buster
Teenagers
Adults
Grammar
GE
Clarity Software
Ultimate Speed
Reader
10up
Reading
GE
Davidson and
Association
Http://www.davd.com
Wiser English
Teenagers
Adults
Listening
Reading
GE
Wiser Software
Http://www.wisersoftware
.com
Clarity Software
Fairfield Language
Technologies
Http://www.trstone.com
Practice / Drill type CALL software
Software Name
User
Group/Age
Language
Focus
Target Use
Triple Play Plus:
English
8 - Adults
Listening
Speaking
GE
Real English
Teenagers
Adults
Listening
GE, ESP
(Business)
Publisher
Syracuse Language
Systems, Syracuse, NY
13210
Wiser Software
http://www.wisersoftware.c
om
73
Problem Solving / Simulation
Software Name
User
Group/Age
Language
Focus
Target Use
Publisher
Amazon Trail 3
9 – adults
Listening
Reading
GE
The learning Company
http://www.learningco.com/
Maya Quest
10 – Adults
Listening
Reading
GE
Odell Down
Under
8 – Adults
Listening
Reading
GE
Oregon Trail II
10 – Adults
Listening
Reading
GE
Where in time is
Carmen
Sandiego
Where in the
world is Carmen
Sandiego Deluxe
Yukon trail
9 – Adults
Listening
Reading
GE
Broderbund
http://www.broderbund.com
9 – Adults
Listening
Reading
GE
Broderbund
http://www.broderbund.com
8 – Adults
Listening
Reading
GE
Game
Software Name
User
Group/Age
Language
Focus
Target Use
Publisher
Crossword &
More
Teenagers,
Adults
Vocabulary
GE
Expert Software
http://www.expertsoftware.c
om
Davidson and Association
http://www.davd.com
Ultimate Word
Attack
10up
Vocabulary
GE
Word Munchers
Deluxe
8up
Vocabulary
GE
MECC
http://www.mecc.com
Scrabble
10up
Vocabulary
GE
Hasbro
http://www.hasbro.com
For further details on software, visit the following software publishers web sites:
The learning Company: www.learningco.com
Children's Educational Software: www.smartkids.com
Broderbund: www.broderbund.com
74
TASEAP
BLANK EVALUATION MATRIX
Directions:
Tick ü for items that is available on the software.
The rating scale: H = poor, HH fair, HHH = good
Write N/A for not applicable features
Note:
The rating scale may be changed to a more detailed scale if required (1-7).
The greyed out areas of the matrix do not need to be filled in.
Part I
Tick
1.
2.
3.
Rating
Tick
Rating
Tick
Rating
Tick
User
Level:
Beginner
Pre-Intermediate
Intermediate
upper intermediate
Advanced
Age Group:
Pre-school
Children
Teenagers
Adults
Purpose:
GE
ESP
EAP
Learning Mode:
Self-study
Course-based
CALL type
Tutorial
Drill-Practice
Simulation / Problem-solving
Games
Objectives
Explicit Learning Objectives
Objectives
75
Rating
Tick
4.
Language skills and
components
Listening
Speaking
Reading
Writing
Pronunciation
Grammar
Vocabulary
5.
Language Approach
Structural
Communicative / Functional
6.
Activity Type
Drag & Drop
Gap Filling
Multiple Choice
Matching
Reordering Items
True/False
Spelling/Dictation
Text Reconstruction
Voice Recording
Game
Content:
Authenticity
Appeal
Accuracy
Order of Content
organization
Difficulty
Exercise Features:
Exercises
Helpfulness of
Exercises
Use:
British English
7.
American English
Australian English
Canadian English
76
Rating
Tick
Rating
Tick
Rating
Tick
Rating
TASEAP
Tick
8.
9.
Interface
Attractiveness
Layout
Pop-up Menus
Use of Icons
Ease of use
10.
Help features
Accessibility
Comprehensibility
Usefulness
Adequacy
Program Design &
Performance
Interaction
Clarity of
Instructions/prompts
Self-explanatory
Possible Answer
Program Feedback
Feedback Type:
Indication of correct or
Incorrect response
Hints to correct
response
Opportunities to retry
Incorrect response
Explanation
Directions to relevant
program for review
Feedback Tone:
Friendliness
Encouragement
11.
12.
Rating
Tick
Rating
Tick
Rating
Tick
Use of Multimedia in the
Activities
Hypertext
Graphics
Animation
Audio
Video
Appropriate Rate of Speech
77
Rating
Tick
13.
14.
Learner’s Control
Multi-windows accessibility
Ease of Navigation
Topic Selection
Exercise Selection
program:
Volume Adjustment
Audio Control
Availability
Accessibility to Answer Key
File System Control
Teacher’s Role
Customized Authoring Features:
Programmable
Templated
Task Consultation
15. Assessment
Quizzes / Tests
Task Score
Report
16. Supplementary
documentation:
Manual
Textbook
Student’s Work book
Answer Keys
17. Platform
DOS
Windows 3.1
Windows 95/98
Windows 2000
Windows NT
Macintosh
78
Rating
Tick
Rating
Tick
Rating
Tick
Rating
TASEAP
Tick
18.
Rating
Tick
Rating
Tick
Rating
Tick
Technical Consideration
Program Sturdiness
Text Quality
Graphic quality
Sound quality
Loading Speed
Microphone
Technical Support:
Manual
Online Help
Phone Contact
Version
Publisher
Year of Release
Cost
Memory (Ram)
Hard Disk Space
CD Rom / DVD Rom speed
79
Rating
5 A guide to authoring customized
software
Snea Thinsan
INTRODUCTION
This chapter deals with concepts and practically useful information about
authoring customized software. The aims are to provide university language
teachers in Thailand, particularly those with little background knowledge and
limited skill in using computers and the Internet, with crucial information on
authoring customized software as well as to encourage and enable them to start
instructional contact with their students via computers.
Why authoring?
The following are some of the very important reasons why teachers in Thailand
should author or create their own software or instructional materials for their
classroom use:
• Commercial software is often produced overseas, may be both expensive
and inappropriate for use in the Thai context.
• Teacher-tailored instructional materials can be highly responsive to
students’needs, interests, background knowledge, skills, and learning
styles because teachers know their students the best.
• Customized authoring tools are becoming incredibly easy to use; even
those without any knowledge about programming can author with ease.
• Essentially there are gaps between the content authority and the
technicians. These gaps could unnecessarily result in a waste of time and
poor quality of product unless time and communication are well
managed.
• The more teachers get involved in technical work, the more they become
creative and enthusiastic in manipulating the available technological tools
and the more students can benefit from it.
Definitions
In this chapter, I will be using the following terms: authoring; authoring tools;
software; customized software; Intranet; Hybrid; and some others which are not
defined within this chapter. Please consult the glossary if any are unfamiliar to
you.
81
Key approaches to delivery of customized software
When customized software is to be produced, the author should also consider
how the product will be delivered so that the appropriate authoring tool can be
selected.
Customized software can be delivered in four ways:
• CD-ROM based delivery: The delivery of customized software via CDROMs. CD-ROMs are inserted in a stand-alone PC and the content
retrieved.
• Web-based delivery: The delivery of customized software via the internet.
People from all over the world who are connected can have access to it,
unless you password protect it.
• Intranet: The delivery of customized software whose content may be in
both CD-ROM and Web-based formats. The Web sites used within the
Intranet are not linked with the outside world. The content can be
accessed within the Intranet, which is a group of computers networked
together and serviced by a server. The Intranet allows users within the
network to share resources, coordinated by the server.
• Hybrid: The delivery of customized software in both CD-ROM and Webbased formats conducted via both Intranet and internet at the same time.
This approach of delivery is becoming popular because it helps solve the
problem of speed when bandwidth-heavy resources are to be used. Since
it is very slow to load them from a remote end in the internet, these
resources are, instead, stored in the server for local users. At the same
time, students or local users can access other Web sites on the internet
for other resources and for text-based instructions.
TASKS INVOLVED IN AUTHORING
It is totally impossible to offer a sound discussion on tasks involved in authoring
within the limited space allowed here, simply because there are several
processes involved, each of which deserves a more thoughtful consideration and
discussion. This chapter will only briefly outline a general overview of the basic
tasks involved in authoring and examine them in terms of programmable
authoring and templated authoring.
The objective is to point out how easy it can be for a teacher to become an
author.
Programmable authoring tools and templated authoring tools
Programmable authoring tools:
Authoring tools which allow authors to customize and manipulate them the way
they desire, by writing a script for them to work, or by programming them. A great
benefit of using these tools is that it allows teacher-authors to manipulate the
hardware and software as much as they desire. Yet, it is usually too difficult and
often inconvenient for most teachers to learn and do all by themselves.
82
TASEAP
Templated authoring tools:
Authoring tools that prepare the ready-made templates, widgets, or wizards for
the authors. The authors only have to choose the templates they prefer and key
in the information. The selected authoring tool does all the rest of the job. These
authoring tools may allow insertion of multimedia files. Among other uses, they
can mark, give instructive feedback, and report results to both students and
teachers directly, immediately, or via e-mail. Despite the fact that the templates
may not be responsive to all instructional needs, they are obviously handy, timesaving, and highly recommended for all interested teachers.
How much can you do?
Tasks
Programmable
Authoring Tools
Templated
Authoring Tools
1. Seek funding
Yes
No/Yes
2. Form a team: content/ technical/support
Yes
No/Yes
3. Prepare content – most important!
Yes
Yes
4. Identify multimedia types
No/Yes
No/Yes
5. Prepare scripts for multimedia materials
No/Yes
No/Yes
6. Produce or select available multimedia files
No/Yes
No/Yes
7. Plan and write scripts (programming)
Yes
No
8. Produce and publicize
Yes
Yes
9. Evaluate and edit
Yes
Yes
• Seek funding: If you decide to use programmable tools, it usually means
that you are planning a big project. You probably need to seek funds to
run it. On the other hand, if you author a simple, but pedagogically useful
product, you do not usually have to worry too much about money. You
need only to use your head and the services that are freely available.
• Form a team: If you plan to produce a complicated, programmed piece of
software, you usually need a team: content authors, audio and video
technicians, graphic designers, and even a typist. But for authoring with
templated software, you can pair up with a colleague or even do it all by
yourself, alone. However, it is always useful to seek a second opinion.
• Prepare content: Content is probably the most important element in
authoring. It involves a lot of work and factors for consideration, ranging
from analyzing the needs, setting the objectives, identifying the content,
selecting the types of media, etc.
• Identify the types of media: While planning the content for each
objective, the right type(s) of media must be selected in order to best
meet the desired outcome. There must be a sensible rationale for using
83
the media, which usually requires a lot of money, effort, and time to
produce.
• Prepare scripts for multimedia materials: To make the media best
serve your objectives, you need to write scripts yourself or have an expert
decide and plan what the multimedia materials should contain and
perform.
• Produce or select available multimedia files: Producing multimedia
resources for your courseware is a painstaking process and requires
technical support or expertise. With teachers involved in the production
team, it is easier to tailor the software and troubleshoot problems as they
emerge.
• Plan and write scripts (programming): To have all the content and
multimedia files work as you wish, you need to program them. This
process could be complicated if you desire to create something
sophisticated, although simple programming could work as well to serve
your basic purposes.
• Produce and publish: This is actually to put all the files or content you
have prepared into a source or sources and make them work as you have
programmed. Then, you are ready to let people see or use your product.
• Evaluate and edit: It is wise to have your product evaluated by various
people, especially before formally publishing it. Comments and
suggestions from different people will be very useful for the improvement.
Evaluation should also be done after the publication so that feedback can
be used for future projects.
Included within the above work are a number of other important tasks, such as
copyright clearance, studio set up, logistic work, etc. Details can be found in
various books and Web sites. Please refer to the Bibliography.
RECOMMENDED,
POPULAR, EASY-TO-AUTHOR, AVAILABLE
TOOLS
Programmable authoring tools
(Recommended for authors with an interest or at least some knowledge of
programming)
To author using programmable authoring tools, at least some basic knowledge
about programming is necessary. If the tasks are difficult, or complicated,
sophisticated programming is inevitably required.
This section will briefly introduce a few tools commonly used in Thailand.
84
TASEAP
ToolBook
Aspects
Descriptions
1. System
requirements
Windows 95, 98, or NT
2. Interesting
features/
strengths
• Programming language very powerful
• Ability to communicate with the Internet— can be converted to HTML
• Easy to create files for distribution to floppy disks or CD-ROM
• Has widgets for various types of quizzes: MPC, T/F, fill-in-the-blank,
matching, and order text
• Great tutorials (CD/Internet)— easy to learn
3. Limitations/
weaknesses
•
Difficult to master its programming and still expensive
•
Not as flexible for educational uses, but becoming more tailored
4. Resources
Try the following web sites:
http://tcc-pub.com/res.htm
http://tcc-pub.com/tbii70/tb70res.htm
Macromedia Authorware
Aspects
Descriptions
1. System
requirements
2. Interesting
features
Built in record keeping system
OK with all kinds of multimedia, though not very impressive
Easy to tailor for various purposes
See more at
http://www.macromedia.com/software/authorware/productinfo/features/index
_whatsnew.fhtml
3. Limitations/
Weaknesses
Expensive and rather difficult or confusing to program
No direct looping (repeat) procedure (inflexibility)
Some features, e.g. dragging objects, not functional in network environment(too slow)
Flowchart paradigm not convenient for repurposing course material
5. Resources
http://www.e-media.nl/aware/ or
http://www.macromedia.com/learning/ or
http://www.goto.com/d/search/p/befree/?Promo=befree00014631570331490
822&Keywords=Authorware&search.x=17&search.y=14
85
Macromedia Director
Aspects
1. System
requirements
2. Interesting
features
3. Limitations/
Weaknesses
4. Resources
Descriptions
• Popular for online books
• Good addition for Authorware and good for animation
• The Director 7 Shockwave Internet Studio is the standard for
creating and delivering powerful multimedia for the Internet, CDROMs, and DVD-ROMs. You can combine graphics, sound,
animation, text, and video.
• Easy to create, import, animate, and control media.
• Can create Shockwave content seen on many Web sites.
Shockwave Player is the Internet's high-speed, low-bandwidth
engine for multimedia. Director's authoring environment is
Internet-optimized and supports Java.
• Not very good with interaction or for text
• Need time to learn it.
• Not originally designed for educational purpose.
http://www.macromedia.com/software/director/ or
http://www.funmark.com/flash_programming.htm (for programmers)
The above programmable authoring packages can be extremely useful and
responsive to all the teachers’needs. However, to be able to fully manipulate
them, you may need to spend a considerable amount of time and effort. The
good news is that the companies producing these packages have tried to make
them very user-friendly and simple enough to use for anyone with word
processing skills and some basic knowledge about computers and file systems..
Moreover, these tools are being redesigned for internet publishing. You are
strongly encouraged to keep your eyes on them and try them out.
Templated authoring tools
(Recommended for teachers with very little or no programming experience)
The templated authoring tools (described below) are all available on the Web.
You may either download them for use or create instructional materials and post
them to servers which offer free services. They are extremely easy for teachers
to use. You are strongly encouraged to try them, if you have not already.
Five very good, popular authoring tools are described here in more detail,
including how they can be accessed and used. A selection of other available
authoring tools is offered at the end.
Note: Wiser Educator can be categorized in this group, the details of which are
presented in the following chapter.
86
TASEAP
Quiz Center
The QuizCenter of the University of Hawaii
offers a collection of separate quiz tools, which
provide a variety of academically interesting
services.
Aspects
Descriptions
System
requirements
Interesting
features
• Automatic quiz generation: Without any knowledge of the HTML web page
language, teachers can make on-line quizzes simply by typing in your input to
generate a generic quiz file and answer key which are stored on the server at
the University of Hawaii. With the addition of inline images and hypertext links,
the quiz can be its own self-contained learning module.
• Privatized quizzes: Restrict-a-Quiz provides the capability to restrict quiz
viewership to specific individuals using a password protection scheme. The
only ones who can take the quizzes are those to whom teachers release the
passwords.
• Quiz file management: Quiz files can be edited after they are created, and
deleted once they are no longer needed. Teachers can do all this over the
Web.
• Immediate quiz correction: After the student has submitted his/her answers,
CorrectQuiz checks the answers against the answer key, determines which
answers are correct, and tallies the total score. Then, within seconds, it
produces a page that shows the results and displays the correct answers, if
the teacher chooses. Great for practice tests!
• Test taking, hi-tech and easy: QuizMail takes the answers submitted from
inside the quiz, deciphers or decodes, sorts, marks, and then mails it directly
to the teacher's email address. It saves time and saves paper. Ideal for "openbook" or "take-home" exams.
• Grading, simplified: CorrectMail performs on-the-fly quiz correction and then
mails the results to the teacher instead of displaying them for the student. It
reduces the time required for grading by eliminating the need to check each
question against an external answer key.
How to apply
Step One:
Type the URL address: http://www.motted.hawaii.edu/
Step Two:
Click on QuizCenter Online Service
Step Three:
Click on Who may apply? Then, click on Apply now.
Step Four:
Fill out the form and click on Submit information.
Wait for reply from the center. If they decide to give you
permission to create the quizzes to put on their server, they will
give you the URL addresses for your students to take the tests
and for you to edit your tests.
Resources
and Contacts
• http://www.motted.hawaii.edu/
• e-mail: [email protected]
87
Quiz Center: continued
Aspects
It is easy to
create a test
at Quiz
Center
Descriptions
Step One:
Type the URL: http://www.motted.hawaii.edu/. Then, simply click
on QuizCenter Login (for account holders).
Step Two:
Fill in : User ID: ______ and Password: ________, which have
been assigned to you. Then, click Submit. You will enter
QuizCenter Main Menu.
Step Three:
Click on the radio button next to create a new quiz. Then click on
Make selection. Now you are at QUIZMAKER 2.0 Enter the quiz
information page.
Step Four:
Choose the options or fill in the blanks with the details of your quiz.
The screen will walk you through. At the end, click make quiz file,
and your quiz will be available right away on the internet.
(Above, is part of a sample test I have created)
88
TASEAP
The preceeding quiz sample is a simple one without links to text files, or any
multimedia files, but this is also possible simply by clicking and importing, or
adding links to what you want your students to see or read before, after, or during
the test. Use your imagination and creativity to make these easy-to-use, versatile,
clever tools work best for your students. Now, what happens after the students
have submitted their answers?
If you choose, the student’s answers can be mailed to you and to that student’s
e-mail address. Here [email protected]/ is used as a student’s address.
You can make use of this e-mail message in several ways. For example, you can
correct the student's mistakes for 'short answer' and 'essay' types of questions,
simply by adding comments or correction in the above message and forward it to
the student. You can also copy it and paste in a Microsoft Word file where you
can use a lot of utilities, such as spelling and grammar check, thesaurus, etc.
89
Filamentality: Web-based learning activity pages
Filamentality, 'a fill-in-the-blank interactive web site'.
It guides you through picking a topic, search the
web, gathering good internet sites, and turning web
resources into activities for your students.
Aspects
System requirements
Descriptions
• Windows 95, 98, or NT
• A copy of Netscape Navigator or Microsoft Internet Explorer 3.+ to
view the files.
Types of Educational
Utilities
•
Tutorials/ Coursesite / Enforcement
•
Evaluation (if linked to a quiz Web page)
Interesting features
•
Knowledge of HTML, and web technologies is not necessary.
•
It can be tailored to target a specific kind of learning.
•
You will get your own Web page on the Internet right away.
Resources and Contacts
http://welcome.to/filamentality
How to apply
Step One:
Type URL http://welcome.to/filamentality. Then, click on
"New."
Step Two:
Fill in the information about yourself and the course and
click on "Spin this thing" at the end of the page.
Step Three:
You will see a page which summarizes the information
you have just typed in.
Step Four:
Start working at the bottom of the page. You only have to
type or click. The tutorials provided will walk you through
if you are lost. Good luck and have fun.
By simply clicking and typing in the blanks, you can have your own course site
with links to multimedia resources, classroom materials, other web sites, and the
exams or exercises you have prepared for them. The scrapbook, as it is called,
may look like this, plain, but containing a lot of useful links.
90
TASEAP
Blackboard.com
A free course web site. You can access the web
site for the first time and , without having to
wait for permission, you can post everything
about the course you are teaching right away.
Great services. Many teachers around the world
are having their coursesites at Blackboard.com
Aspects
System requirements
Descriptions
• A copy of Netscape Navigator or Microsoft Internet Explorer 3.+ to view
the files.
Instructional Utilities
• Tutorials/ Coursesite / Enforcement / Evaluation
Interesting features
• The place for teachers to be endlessly creative.
How to start and
make it work for
yourself
Step One:
Type the URL: http://www.blackboard.com
Step Two:
Click on "Create Course Site."
Step Three:
Type in the information about your course and click on
"Continue"
Step Four:
More information about the course and click on "Continue"
Step Five:
More information about the course and click on "Continue"
Step Six:
View your course information. Click on "View New Course"
to view your course. Now you get what you can work with.
Enjoy exploring.
Resources and
Contacts
http://www.blackboard.com
e-mail: [email protected]
You can have your own coursesite like the sample below with a lot more of
useful elements for your students, again just by simply typing in and clicking. Just
do it!
91
Hot Potatoes: Half-Baked Software
The Hot Potatoes suite is copyright Martin
Holmes, Stewart Arneil, Hilary Street, HalfBaked Software, and the University of Victoria
Computer-Aided language Learning
Laboratory 1996-1999.
Aspects
Descriptions
System
requirements
Instructional
Utilities
• Tutorials/ Enforcement/
Interesting
features
• Hot Potatoes offers exercise templates: multiple-choice, fill-in the gap,
short-answer, matching, jumbled-sentence, and even crossword.
• A copy of Netscape Navigator or Microsoft Internet Explorer 3.+ to view.
• Evaluation (both formative and summative)
• It can help you create interactive teaching exercises for the Web, a standalone machine, a network, or a CD-ROM.
• Graphics or HTML links can be included.
• Test-takers are given immediate feedback on the correctness of an answer
and are given hints and clue.
• You do not need to know HTML or JavaScript to handle it.
• The source files can be edited, and the templates can be adjusted.
• It runs on both Windows and Macintosh platforms.
How to get
started
• Download the program (software) free.
• Set up or install Hot Potatoes in your Hard Disk.
• Create your preferred quizzes on paper.
Steps involved in authoring:
• Open Hot Potatoes from program files.
• Click on the potato labeled with the type of quiz you prefer.
• Fill in the blanks with the test you have prepared on paper. The program
will guide you through, even to the stage of publishing your quiz on the
Web.)
If necessary, you can use ‘Tutorial’provided online, or consult the ‘Help file,’or
press F1 to get help at any time.
Download from
http://web.uvic.ca/hrd/halfbaked
Resources and
Contacts
http://web.uvic.ca/hrd/halfbaked
Installation
Information
Hot Potatoes is distributed as a zip file named ‘hotpot30.zip. Simply copy the
file into an empty directory and unzip it using WinZip or any other zip file utility.
The setup files will then be extracted. Then, run “setup.exe” to install the suite.
You can safely uninstall it by using the “Remove Program”utility in the
Windows Control Panel. Moreover, the help file includes full details on all the
files installed by the suite, along with other changes made by the installation
program.
92
[email protected]
TASEAP
Lesson Manager Professional: ISD Software Design
Lesson Manager helps you create & edit
lesson plans, record daily agendas, do class
preparation, and view teacher’s notes.
Aspects
Descriptions
System
requirements
Types of
Instructional
Utilities
• Tutorials/ Coursesite
Interesting
features
• Each lesson offers features: listing objectives, teacher resources,
procedures, closure, etc.
• A copy of Netscape Navigator or Microsoft Internet Explorer 3.+ to view
the files.
• Enforcement and evaluation (if linked to a quiz Web page).
• You can use standard word-processing utilities: spell-check, styles, fonts,
and custom formatting.
• It allows links to files or internet pages with simple clicking.
• Lessons can be dragged and dropped under each unit.
How to get started
• Type URL http://hotfiles.lycos.com/cgibin/texis/swlib/lycos/info.html?fcode=000O1P
• Download the program. Open it by clicking on the icon 'Lesson32.exe'
and it will walk you through.
Download from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000O1P
Resources and
Contacts
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000O1P
Other available authoring tools
1
Easy Test (1.1)
Rating
5*****
System
requirements
Descriptions
•
It creates multimedia computer-based tests (multimedia questions)
•
It allows a question bank of up to 5000 questions; It then presents
questions from this bank, either randomly or sequentially.
•
Each question can contain additional information in the form of text,
graphics, audio or video, either before or after a question is answered.
•
HyperText links can be included
•
The student's correct and incorrect answers are recorded, and test
results can be saved to disk or printed. Results can even be encrypted,
allowing it to be used for 'distance education' assessment.
Price
Shareware: Free to try, $25 if you decide to keep it.
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=00Y16
93
2
PC-CAI: TexaSoft (2.11)
Rating
5*****
System
requirements
DOS 3.3
Descriptions
• It’s a DOS-only program for developing interactive tutorials, tests, and
demonstrations.
• It lets you create an interactive script in PC-CAI by using either the
computer-assisted instruction (CAI) language or the CAI-Create program,
which provides templates for creating question-and-answer lessons.
• You can track student responses, save test information, and display
grades at the end of the test.
• You can also add graphics in the PCX format, and audio in the Sound
Blaster Voice and Text to Speech format.
Price
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swib/lycos/info.html?fcode=00007F
3
IES Test Maker: Intelligent Educational Software (2.2)
Rating
5*****
System
requirements
VGA and DOS 3.3
Descriptions
•
It helps you create tests which can incorporate voice, music, graphics,
and hypertext.
•
It allows up to 250 multiple-choice questions, with up to six choices per
question.
•
The tutorial provides step-by-step instructions that show you how to
create a test file.
•
Test results can be saved to a file, printed, or displayed on the screen.
•
The program includes TestPlay, which allows students to take the created
test. IES TestMaker is so multifaceted that it may be limited only by your
imagination.
Price
Shareware: Free to try, $39.50 if you decide to keep it.
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=00007A
94
TASEAP
4
WebQuiz Writer HTML: Eon Communication (4.0.12)
Rating
5*****
System
requirements
Descriptions
• It’s a teaching aid for creating practice quizzes to be posted on the
Internet.
• True/false, multiple-choice, and multiple-answer formats are provided,
with up to five answers per question.
• You can add images or hyperlinks if you're willing to learn some HTML
tags. A single HTML file is generated to display your quiz ready for
posting on the Web server.
• You can appear like a Web pro, even if you know nothing about HTML.
• After users complete the quiz online, they can have it automatically
graded, with answers and explanations offered.
• WebQuiz Writer HTML features ODBC-compliant database support, an
on-the-fly spelling checker, and printer support.
Price
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000NM1
5
Class Mate Grading Tools for Windows (4.1)
Rating
5*****
System
requirements
Window 3.1
Descriptions
• It’s a grading package for teachers at all levels, which automates many
time-consuming tasks involved in recording and maintaining students'
grades and records and determining class grade averages.
• Multiple subjects, user-defined grade categories, and various time
periods within the class dates are also supported.
• You can create a variety of detailed reports, including missing
assignments, progress reports, attendance records, and class grade
distribution.
• It’s easy to use.
Price
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000EU2
95
6
Digital Homework: Robert S Smith (1.10)
Rating
5*****
System
requirements
Windows 95
Descriptions
• It helps students learn through a variety of computer-based examinations.
• It allows educators to create a host of tests using multiple-choice,
matching, true/false, fill-in-the-blank, or essay question formats.
• You can use Digital Homework for simple homework assignments or to
create a series of full-blown computer-based training (CBT) projects.
• Each test can be linked to Web pages, multimedia files, or other
references.
• A simple click on the More Information button takes the student to the
Web
they specify, for example, where the answer to the question is explained or
additional information is provided.
• A Show Picture button lets the student see additional, graphical data
about the questions.
Price
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=00007F
7
Test Maestro: R&R EdWare (1.01)
Rating
5*****
System
requirements
Windows 95
Descriptions
It’s designed to meet the requirements of professional educators.
It offers a wealth of features to allow you to create multiple test versions, printed
answer keys, answer sheets, test booklets, and more.
A built-in tutorial helps get you started, and extensive online help is available to
answer any questions.
It allows you to set up the test formats to suit your preferences. Select from a
variety of test formats, such as true/false, multiple choice, essay, and several
more.
It’s easy to set up and offers a systematic and logical approach to building tests.
This is one program any teacher will want to have.
Price
Download
free from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000EFA
96
TASEAP
8
ARTS A-Frame Developer’s Edition: Round Table Solutions P/L
Rating
4****
System
requirements
Microsoft Internet Explorer 3.02 or later and Windows 95, 98, or NT
Descriptions
• It’s a comprehensive, easy-to-use program designed to create multimedia
tests or tutorials for students or adults.
• You can create short-answer, long-answer, or multiple-choice questions with
up to 26 answers.
• You can attach sounds, video, or graphics or link any OLE objects to the
question or answer and you can change background and text colors, font
styles, the number of questions, rotation order, etc.
• Reports provide feedback for both students and teachers via e-mail.
• Import/export options enable easy data sharing between educators or
trainers.
• Detailed help and example quizzes are included.
• The evaluation version allows you to create tests but lets you answer only
the first four questions of a test until registered.
Price
Shareware: Free, but you need to register first to use the test.
Download
free from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=00101T
9
Creat A Quiz: Philip Kapusta (4.32a)
Rating
5*****
System
requirements
Windows 3.1
Descriptions
• It allows multiple-choice, fill-in-the-blank, or combination tests.
• Questions can include WAV and AVI files along with bitmap graphics .
•
It allows options of printing it (with/without the answers) or test-taking on
PC.
• Tests can be configured with a time limit or minimum number of questions
before the student can exit.
• Student's performance is saved and a re-teach summary shows the
student errors and correct answers for each question missed.
• The tests can be password-protected and encrypted to prevent tampering.
Price
Download free
from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000ZCJ
97
10
Markin32: Creative Technology (MicroDesign) Ltd (1.4.2)
Rating
4****
System
requirements
Descriptions
• Any student text in an electronic format (RTF or text files) can be loaded,
notated, marked, and graded using a customized set of 32 buttons easily
configured to your grading style; 28 are used for error correction, and four
are
available for positive annotations.
• Overall feedback or lengthier comments can be inserted footnote-style.
• It offers a bookmark option and tools for converting or replacing MAC
characters, stripping email returns, counting words, and viewing error
statistics.
• Completed papers can be exported to a Web page format, completed with
hyperlinks to annotations and feedback.
• The evaluation version will work on only small texts of approximately 164
words until registered.
Price
Shareware: Free to try, 18 UK Pounds if you decide to keep it.
Download
free from
http://hotfiles.lycos.com/cgi-bin/texis/swlib/lycos/info.html?fcode=000XJA
TIPS FOR PROSPECTIVE TEACHER-AUTHORS
“Just Do It!”
It is not a matter of whether we should use the computer as part of our teaching;
we teachers must learn how to exploit it and, in the near future, manipulate it to
its and our full potential. So, do not hesitate. Do something about it! Remember
that the tasks have been greatly simplified for you to the extent that you don’t
need any background knowledge in programming to successfully create your own
courseware or instructional materials.
Educational values
When it comes to CALL, people usually hold that computer literacy, multimedia
production, and programming are the important and daunting tasks and they are
scared of getting into them. As a matter of fact, it is the content, of which teachers
are specialists, that matters the most. Just think about bad wine in a brand name
bottle. Thus, remember that teachers are the major ingredients for developing
valuable courseware. They need you out there.
Cost-effectiveness
The buzz word “multimedia” has become the core part of many people’s decision
on what to include in their courseware. It is wise, however, always to ask yourself
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TASEAP
which multimedia type best serves your teaching objectives, is cheap, is
technically appropriate, and is easy to produce.
Do what you can!
A big project involves a terribly painstaking processes, which could easily
discourage people from considering authoring courseware. But remember, good
courseware does not have to be difficult to author. As long as it serves your
objectives, a simple unit of instructional material is perfect. We are not talking
about using computers to replace teachers.
Team-building and sharing: Staff development
Although it is better to start by authoring something simple but pedagogically
useful, you should also consider expanding your experience.
When you carry out a bigger project where you have to work with people from
other fields of expertise, such as technicians and programmers, you will learn a
lot and others will learn something from you. This sharing of experience will boost
staff development opportunities in an informal and creative way.
A final remark
Increasingly, there have been discussions and experiments on using online
instructional materials of different forms, such as a complete coursesite, where all
needed materials, tutorials and enforcement, exercises or quizzes, and exams
are provided online. Teachers with little knowledge and skills in computers have
been provided with an authoring environment which requires no programming
skills, thus enabling them to create any of the above materials simply by clicking
or typing in information. Please refer to the sources listed in the bibliography if
you are interested in detailed discussions of various aspects related to online
delivery of lessons.
99
6 Authoring with Wiser Educator
Sasi Jungsatitkul
INTRODUCTION
This booklet is based on my experience authoring ESP material with WISER
EDUCATOR. It will cover the following topics: the authoring features of WISER,
the pre-authoring preparation, and the authoring process. The booklet is intended
to be a step-by-step manual for ELT teachers who have not had much
experience with authoring software. Thus, the main focus will be on the last part
of the booklet, which is the authoring process.
The authoring program that was used in producing the sample units of ESP
material was WISER EDUCATOR Version 2.0 for a number of reasons. Firstly,
the TASEAP institutions have been granted the permission to freely use the
program. Secondly, it is the same software that was used for Real English and
Wiser English which were distributed earlier. Thus, it is hoped that the lecturers
and the students at these institutions are already familiar with the program.
Lastly, being a template, the program is very user-friendly in that authoring with it
is a simple operation.
Note:
WISER EDUCATOR is authoring software for CALL materials.
Real English and Wiser English are CALL materials that were
authored with WISER EDUCATOR.
WISER EDUCATOR AUTHORING FEATURES
Before we start the authoring process, let’s get to know some important authoring
features of the program
Components of Wiser Educator
WISER EDUCATOR consists of the user interface and the authoring tool. The
main focus of this booklet is the authoring tool since the booklet is intended to be
a guideline for teachers who are interested in authoring their own CALL
(Computer Assisted Language Learning) materials. Those who are interested in
101
the user interface are recommended to refer to WISER EDUCATOR User
Manual.
The Exercise Writer menu bar
Once WISER EDUCATOR is started (for installing and starting information, refer
to WISER EDUCATOR User Manual, Page 2), the first screen is the user
interface. To move to the authoring tool, hold down both the Control and Shift
keys and click at the WISER EDUCATOR icon in the top left corner. (See the
picture below.) There are four rows of icons and buttons across the top part of the
screen. The first two rows consist of two icons and below them are six buttons as
shown below.
By holding down the
Control and Shift keys
on the keyboard and
click with your mouse
on this icon, you can
move to the authoring
tool.
Click on this
button if you want
to write exercises
for the Matching
activity.
Click on this button if you
want to write exercises for
the Sequencing activity.
Click on this icon if
you want to visit the
WISER web site. site.
Click on this button if you want
to write exercises for the Gap
Filling activity.
Click to
browse
available
exercises.
102
Click on this button if you want to
write exercises for the True/False
activity.
Click on this
button if you
want to write
exercises for
the Multiple
Choice
activity
TASEAP
The third row consists of six icons which are shown below. The first four icons are
not used while authoring, but they are used in the user interface to access
available resources (such as video files, video with transcripts, notes about the
exercises, and audio instructions.) The last two icons, one being a personal
notepad, and another a help file, can be used by both the user and the author.
Click this
icon to
view the
video file.
Click this icon
to view the
video file and
its transcript.
Click this icon to
view additional
notes about the
exercise.
Click this icon
to hear an
instruction for
each task.
Click this icon to
open the Help file.
Click this icon to access
your Notepad.
The last row (the “Material Structure” row) presents how WISER EDUCATOR
organises the structure of materials that are authored. The Modules are
comparable to chapters in a textbook while the Units are comparable to lessons
within a chapter and the Exercises are comparable to the exercises within a
lesson. In fact, when you start the authoring process, the first thing you have to
create is the Volume which acts like a folder where all of the modules, units and
exercises are kept. The Volume will be discussed in detail in Section 4.1
The Description boxes and Media and Smartlink icons
There are four columns underneath the material structure row of 1. Modules,
2. Units, and 3. Exercises (see the following picture). The first three columns
consist of two boxes one on top of each other. The upper boxes consist of titles
of the modules, units, and exercises that you create. The lower boxes contain
descriptions of each module, unit, and exercise. You may need to scroll down to
see all of the description in these boxes. The last column on the right consists of
four icons. These are, from top to bottom, Select Media, Write Transcript,
Smartlink, and Write Further Information. When you start authoring you will
need to use these icons.
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THE PRE-AUTHORING PREPARATION
We need to prepare three things before we can start authoring: preparing the
media files, preparing the transcripts, and writing the exercises. Some may find
that it is easier to write the transcripts and the exercises while authoring, but I
prefer to have everything ready before I start authoring.
Preparing the media files
Sources: Basically, the media files that are used are video clips that have been
digitised (converted from a video cassette or a video CD onto a CD-ROM). There
are a number of sources where you can find usable video clips. The video clips
that were used in the sample units of authored ESP material were taken from
• commercially made videos such as Roadcrack and Flu Cure,
• TV programmes such as Chemical Colours
• Home-made videos such as Noise Pollution
• Commercially made CD-ROMs such as Rainforest
Apart from these sources, TASEAP has prepared digitised video clips that can be
readily imported into WISER EDUCATOR. The clips are of two categories –
Secondary video clips with transcripts that are already smartlinked, and Tertiary
video clips without any transcripts. Furthermore, you can download some sample
media clips from the Wiser web site at http://www.wiser.com.au.
Criteria for video selection: In general, when selecting the content of the
material, one has to see to what extent the content meets the objectives of the
course. Those that were included in the Sample Units were selected with the
following criteria:
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TASEAP
• Content – the content must pertain to the TASEAP priority areas (e.g.
Ecology/Environmental Biology, Environmental management, Biotechnology,
Organic Chemistry, Physics, Materials Science, Mechanics, Transport
Engineering, Machine Design and Control, Construction Engineering, Energy
Engineering, etc.)
• Clarity – the video must aid comprehension of the content i.e. when you hear
“Next, we boil the milk”, you should see milk being boiled instead of seeing
the face of the narrator.
• Representation of various dialects – English is spoken by a large number of
ethnic groups (not to mention American English, British English, and
Australian English, to mention a few dialects of English spoken in the world)
each with its own accent. Learners should be exposed to as many accents of
English as possible so that they can communicate with both native speakers
and non-native speakers of English. Although the majority of the video clips in
the sample units were taken from videos made in Australia, one video clip in
which a non-native speaker of English is interviewed has been included.
• Length: The video clip should not be longer than 5 minutes to ease the
learner’s memory load. Also when a selection is too long, it tends to become
boring.
Digitising the video clips: If you are using a video clip from video cassettes,
you need to convert it into a .mov or .avi file before you can import it into WISER
EDUCATOR. There are a number of computer programmes that will do this such
as QUICKTIME or ADOBE PREMIERE. The computer technician or educational
technician at your institution should be able to help you with this task.
Writing the transcript
When you have selected the video clip that you will base your exercises on, the
next thing is to transcribe it. The transcript should be edited by a native speaker
of English because you may transcribe a word incorrectly. When you are satisfied
with the accuracy of the transcript, you have two options. You can write the
transcript and save it as a .txt file and import it into WISER EDUCATOR, or you
can write the transcript while you are authoring. Remember that in case of
importing files, the files must be .txt files only.
Writing the exercises
WISER EDUCATOR allows five types of learning activities:
• Matching – in which the learner matches what he hears with what he sees.
The items to be matched can be individual words, phrases, or sentences.
• Sequencing – in which the learner puts words, phrases, sentences, or
paragraphs in the order in which he hears them
• Gap Filling – in which the learner fills in the missing words after hearing them.
The author can select words to be gapped or treat an entire selection as a
dictation passage.
• True or False – in which the learner decides whether a statement is true or
false according to what he hears
105
• Multiple Choice – in which the learner chooses the best answer to a question
according to what he hears. One correct answer and up to three distractors
(wrong answers) are possible for each question.
Each type of learning activity can have up to 30 items. However, with a maximum
video length of 5 minutes, it is unlikely that each activity will have more than 30
items. Furthermore, with the short duration of the video, the content of the
activities tend to overlap i.e. the same content may be dealt with in both Matching
and Gap Filling. In my opinion, repeating the content in different activities helps
the learner learn better without feeling bored.
THE AUTHORING PROCESS
The following authoring process has been written with an effort to make the
process as simple to follow as possible. Accordingly, advanced usage will not be
dealt with here. From my experience, once you gain confidence with authoring
from following the basic features of the programme, you will begin to explore and
learn more on your own. Please refer to the WISER EDUCATOR Author Manual
for details on advanced usage.
Creating/Opening a volume
A volume is like a folder where you keep all of the exercises that you have
created. It is important that a list of the volume titles and their contents is
available to both the author for exercise writing and editing purposes, and to the
user (student) for learning purposes.
Step 1
Start WISER EDUCATOR by clicking on the desktop icon. After a
welcome message, you will see this screen:
Step 2
Hold down Control and Shift and click the WISER EDUCATOR
logo to switch to the Exercise Writer (the authoring tool.)
106
TASEAP
Press Control + Shift
and click here
Step 3
Choose Open Volume from the File menu.
You will see this screen.
Step 4
If you want to create a completely new volume, click the Create
button. You will see this screen.
(If you want to open an existing volume, go to Step 7.)
107
Step 5
Click in the rectangle box underneath Volume Title, and type in a
name for the volume that you are going to create. It is a good idea
to note down the volume title in case you forget.
Step 6
Click in the box under Short Description, and type in the
description of the volume. Then click OK. You will see the
following screen.
A volume is now created, and you are ready to go on to the next procedure.
Step 7
If you want to open or edit a volume that you have created earlier,
select the volume you want, and then click Open Selected
Volume. You will see the same screen as in Step 6.
Exercise structure
As mentioned in 2.2, WISER EDUCATOR organises the learning materials into a
three-tier hierarchy: modules, units, and exercises. Within each exercise, there
are five learning activities or tasks – matching, sequencing, true/false, gap filling
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TASEAP
and multiple-choice. Erasing a module means erasing all of the units, exercises
and tasks in that module. Thus when creating learning materials, you have to
start with the module and proceed down to the exercises.
Step 8
Click in the blue area between Module and Description. A box
will appear. Then click ADD. The word Untitled 1 will appear
twice under the word 1. Module.
Step 9
Type in the name of the module. Then click SAVE.
Untitled 1
will change to the name you have typed in.
Click in the box under Description which is underneath
1.
Module and type in the description of the module. Click SAVE.
Step 10
Step 11
If you want to add more modules, click ADD and Untitled 2 will
appear. Repeat Steps 9 - 10.
Step 12
If you want to delete a module, select the module you want to
delete, then click DELETE. Click SAVE.
Step 13
To add units to a module, select the module you want to add units
to, then click under 2. Unit. The word Untitled 1 will appear twice
under 2. Unit.
Note:
Steps 9 – 13 can be adopted for naming and giving descriptions to
2. Unit, as well as adding and deleting units.
109
Step 14
To add exercises to a unit, select the unit you want to add
exercises to, then click under 3. Exercise. The word Untitled 1
will appear twice under 3. Exercise.
Note:
Steps 9 – 13 can be adopted for naming and giving descriptions to
3. Exercise, as well as adding and deleting exercises.
Step 15
When you have added all of the exercises, click SAVE. You will
see this screen. Notice that all of the exercise buttons are now
highlighted.
Importing media files
Step 16
110
Click Select Media (see the picture in Step 15). You will see the
following screen.
TASEAP
Notice that in the box under File Name, there are four possible file formats -.mov, .wav, .avi, and .jpg. The media files used in the Sample Units as well as
all of the files in the Secondary and Tertiary Resources are of the .avi format.
The .mov format is also a movie file. The .wav format indicates sound (only) files
while the .jpg format indicates still picture files. In this booklet, we will not deal
with importing sound or picture files.
Step 17
Select the folder where you keep the media file that you have
prepared in 3.1. Then select the file name. You should see the
media file that you have chosen in the window with “No Media
Loaded” in Step 15, and the screen should look like this.
Then, click OK. The picture in Step 15 will appear.
Writing transcripts
Step 18
file shown).
Click Write Transcript. You will see this screen (with the media
111
Step 19
Step 20
Step 21
If you have not prepared a text file, you can transcribe by clicking
in the empty box to the left of the media window and start writing.
You can click Pause to stop the media file to write the transcript,
and then click Play to listen to the file to continue writing the
transcript. When you finish, click OK.
If you have prepared a text file (.txt), click Import Text. You should
see the following screen.
Select the folder where you keep the text file, and then select the
text file. Then click OK. The picture in Step 15 will appear.
Smartlinking
Step 22
112
Click Smartlink to match the transcript with the media file,
sentence by sentence. This screen will appear.
TASEAP
Notice that the first sentence in the Main Transcript Text window
is highlighted, and in the window labeled Sentence 1, the content
of Sentence 1 is shown. Also notice that Sentence 1 to Sentence
n (the last sentence in the transcript) are listed in the bottom left
window with Sentence 1 highlighted. This means that WISER
EDUCATOR will match the transcript for Sentence 1 with its exact
position in the media files.
Step 23
In the middle of the screen underneath Smartlinking, there are a
number of rows of buttons similar to those on a regular audio
cassette player. These buttons are used while smartlinking the
transcript to the media file. Basically you only need two buttons
which will be covered in the next paragraph. For more information
on the other buttons, refer to WISER EDUCATOR Author Manual,
Pages 9 – 12. Click the upper right arrow in the middle to listen to
the first sentence. When you hear the end of the first sentence,
click the stop button to the right of the right arrow button to tell
WISER EDUCATOR that the first sentence has ended.
113
Click here to listen to the
selected sentence.
Beginning arrow
Click here when
the selected
sentence ends
End arrow
Step 24
Click at NEXT. The next sentence in the Main Transcript Text will
be highlighted, and its content will be displayed in the window to
the right of the Main Transcript Text. Notice also that the
beginning arrow is now pointing at the beginning of this sentence,
but the end arrow is pointing at the end of the media file.
Therefore, it is very important that you click the stop button right
when the sentence you are working on ends.
Note:
Steps 23 – 24 can be repeated for the rest of the sentences. When
all of the sentences are smartlinked, click FINISH. The screen will
go back to the picture in Step 15. From now on, WISER
EDUCATOR will automatically match the sentences in the
transcript with those in the media file for all of the five learning
activities that follow.
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TASEAP
Writing activities for matching
Step 25
Click the Matching button. You will see this screen.
Step 26
In the empty Import Text window to the left, type the instruction
for the activity, e.g. “Which sentence can you hear in this clip?” Do not hit “return”
while your are working in this window.
Step 27
In the window to the right, you should see the whole transcript that
you have already smartlinked. Delete all but the sentences that you will use, or
delete everything and type in a new sentence. Then click SAVE.
Step 28
Click Task Link. You should see this screen.
Notice that Task 1 in the task list window is now highlighted, and the sentence for
Task 1 appears in the Matching Task 1 window. Notice also that the beginning
and end arrows are at the position where the sentence for Task 1 is in the media
file. Click OK. The screen will go back to the picture in Step 15. Click SAVE.
115
Step 29
Click ADD if you want to author more matching tasks.
Note: Steps 25 – 28 can be repeated for additional Matching activities.
Step 30
Click DONE to view the exercise in the Exercise Browser mode,
or go to the next step for sequencing activities.
Writing activities for sequencing
Step 31
Click the Sequencing button, you will see this screen.
Step 32
Type in the instruction for the Sequencing activity in the empty
window on the left. Do not hit “return” while your are working in this
window.
Step 33
In the window on the right, delete all but the sentence(s)/phrase(s)
you want to use, or type in new sentences/phrases.
Step 34
Click Seq Words if you want every word in a sentence to be
sequenced, or click Seq Sent’s if you want every sentence in a
selection to be sequenced, or click Seq Para’s if you want every
paragraph in a selection to be sequenced. Click SAVE.
Step 35
Click Task Link. You will see a similar screen to the one in Step
27.
Note:
Steps 28 – 30 can be repeated for tasklinking the sequencing
activities.
Writing activities for gap filling
Step 36
116
Click the Gap Filling button. You should see the following screen.
TASEAP
Step 37
In the empty window on the left, type the instruction for the Gap
Filling activity. Do not hit “return” while your are working in this
window.
Step 38
In the window on the right, delete all but the sentence(s) you want
to use in the Gap Filling activity.
Step 39
If you want every word in the selection to be filled in, click SAVE,
and go to Step 42.
Step 40
If you want certain words in the selection to be filled in, click the
Free Words button. The background colour of the window on the
right will turn to blue. Click on the words that you do not want to be
filled in. The colour of the words that you click on will change to
yellow. Those that will be gapped will be shown in blue. Click Free
Words again to exit the Free Words mode.
Step 41
Click the Show Free Words button if you want to show all of the
words that you click in Step 39. If you do not click this button, the
students will have to click on the Free Words button in the
Exercise Browser mode to view the words that you clicked in Step
39.
Step 42
In this activity, in the case where every word in a selection is
missing, the student can select the frequency of missing words
from every second word to every fifth word. If you do not want
them to be able to do so, you need to click on the Disable Gap
Freq button.
Step 43
Click the Task Link button.
Note:
Repeat Steps 28 – 30 for task linking.
117
Writing activities for True or False
Step 44
Click the True or False button. You should see this screen.
Step 45
In the empty window on the left, type the instruction for the True or
False activity as well as the statement that the student will have to
identify as “True”or “False”. Do not hit “return” while you are
working in this window.
Step 46
In the right window, click the True button if the statement is true, or
click the False button if the statement is false.
Step 47
Click Task Link.
Note:
Repeat Steps 28 – 30 for task linking.
Writing activities for multiple choice
Step 48
118
Click the Multiple Choice button. You should see this screen.
TASEAP
Step 49
In the empty window on the left, type the instruction for the multiple
choice activity as well as the question that the student will have to
select the best answer for. Do not hit “return” while your are
working in this window.
Step 50
In the four stacking windows on the right, type the correct answer
in the first window which has a green background colour. Type
each of the distractors in the rest of the windows.
Step 51
Click the Task Link button.
Note:
Repeat Steps 28 – 30 for tasklinking.
CONCLUSION
There may seem to be a lot of steps to follow, but this is due to my attempt to
break down the authoring procedure into small and simple to follow steps. Once
you have prepared the media file, written the transcript and learning activities, it
takes approximately an average of 2 hours to complete one CALL exercise (i.e. a
3-minute video clip and five types of learning activities based on the video clip),
following all of the steps. Of course, for the first few attempts, it may take longer.
After a few exercises however, you will find that the authoring process becomes
easier. After yet a few more exercises, you will start experimenting with the
programme and learn some new tricks, as well as discovering some limitations of
the programme. Do not forget that WISER EDUCATOR is a template. That’s why
it is easy to author with. Yet, it is not ‘bug-free’. As with teaching where we have
to be creative and think on our toes, authoring CALL materials requires the same
creativity and flexibility. ENJOY.
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Glossary
Access To read data from or write data to a mass storage device.
Authoring Producing instructional materials, such as courseware, lessons,
quizzes, or tests, for use with computers. The process generally involves the
preparation of content, producing multimedia files, programming and
publishing the final product.
Author To write learning materials using a computer application such as an
authoring program.
Authoring tool A tool, usually software or an authoring package used to author
a courseware, such as ToolBook, Wiser Educator, Director, Hot Potatoes, etc.
Browser A program that is used to look at various kinds of internet resources,
particularly world wide web pages. Two well-known ones are: Netscape
Navigator and Internet Explorer.
Bug-free A bug is an error in the logic of a program which is often detected after
it is released. “Bug-free”therefore means “without defect”.
CALL Computer Assisted Language Learning or Computer Aided Language
Learning. CALL refers to the use of computers in the learning or teaching of
languages.
CD-ROM A type of optical disk capable of storing large amounts of data. A single
CD-ROM has the storage capacity of 600 floppy disks (about 650Mbytes). To
read a CD, a CD-ROM player is required. CD-ROMs are particularly wellsuited to information that requires large storage capacity such as graphics,
sound, and especially video.
CD-ROM-based authoring Using selected authoring software to produce
multimedia courseware which is then pressed stored onto CD-ROM.
Central server A central computer that stores files on a network.
Chat A real-time communication between users via computer networks. One
user can enter text by typing on the keyboard. The text will appear on the
other user's screen.
Computer-Mediated Communication (CMC) Communicating with other people
using computers. There are two kinds of communicating: synchronous (realtime communication e.g. chat, mud) and asynchronous (delayed
communication e.g. e-mail).
121
CU-SeeMe A video conferencing program that uses the internet to transmit
audio and video data. The computer must be equipped with a sound card,
speakers, and a video camera.
Customized software ‘Fourth or fifth generation’authoring software. Many
customized software provide full programming capabilities, although they are
characterised by ‘templates’or ‘widgets’which allow programming without the
need to write programming code.
Desktop conferencing Conducting a meeting or discussion between two or
more participants at different sites by using computer networks to transmit
audio and video data (similar to a video telephone).
Download To transfer a file, data or programs from a server to a local computer.
Edutainment A coined term (education + entertainment) referring to software
(especially games) that provides users with both educational and
entertainment value.
Electronic-mail (E-mail) A system in which messages, usually text, are sent
from one person to another via computer.
Feedback The response to one's ideas (proposals, actions, etc.) in the form of
approval, disapproval, and suggestions.
FTP File Transfer Protocol. It is used for sending different kinds of files on the
Internet.
Gap filling A learning activity in which the learner fills in the missing words after
hearing them. The author can select words to be gapped or treat an entire
selection as a dictation passage.
Help desk A unit within the CALL section that responds to user's technical
questions. Questions and answers can be delivered by telephone, e-mail,
BBS, or fax.
HTML (HyperText Markup Language) The coding language used to create
Hypertext documents for use on the World Wide Web.
HTTP (HyperText Transfer Protocol) It is used for moving hypertext files across
the internet.
Hypermedia A system that links graphics, sound, and video files in addition to
text.
Hypertext A database system that can be linked to each other. The user can
move from one database to another with ease using a web browser.
Icon A little picture intended to represent something bigger, such as a program
or a choice of action or object.
Interactive media The system that allows for a two-way interaction or exchange
of information.
Interface (user interface) The point(s) of connection between the user and the
computer (i.e. the screen, keyboard and mouse).
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TASEAP
Internet The global computer network that allows people and computers to
communicate and share resources.
Intranet A network based on TCP/IP protocols which operates within an
organisation.
LAN (Local Area Network). It is a network that connects computers which are
close to each other, usually in the same building, and linked by a cable.
Local server A computer server which is internal to an organisation (as opposed
to a remote server). Typically, it provides files and print services to network
users (or clients).
Log-in software A program which is used to make a computer system or
network recognizes the user so that he or she can begin a computer session.
For larger systems and networks, the user usually needs to enter a username
and a password before the computer system will allow him or her to execute
programs.
Mailing list A mailing system that allows users to send e-mail automatically to a
large number of addresses.
Matching A learning activity in which the learner matches what he hears with
what he sees. The items to be matched can be individual words, phrases, or
sentences.
Media file Non-text file of sounds (*.wav, .midi), videos (*.avi, .mov), and
graphics (*.jpg, *.gif).
MOO MOO stands for Mud, Object Oriented. MOO, developed by Stephen
White, is a public domain. MOO is an implementation of MUD.
MUD MUD stands for Multi-User Dimension. It is a cyberspace where users can
interact with one another such as discussion, playing games, role playing, etc.
Multimedia The use of computers that integrates text, graphics, video,
animation, and sound.
Multiple choice A learning activity in which the learner chooses the best answer
to a question according to what he hears. One correct answer and up to three
distractors (wrong answers) are possible for each question.
Navigation The act of figuring out a correct path within the computer program.
Network A group of two or more computer systems linked together. There are
many types of computer networks such as Local-Area Networks (LANs) (The
computers are geographically close together ) and Wide-Area Networks
(WANs) (The computers are farther apart and are connected by telephone
lines or radio waves.)
Networking A group of two or more computer systems linked together. There
are many types of computer networks, such as local area networks (LANs) -the computers are geographically close together, and wide area networks
(WANs) -- the computers are farther apart and are connected by telephone
lines or radio waves.
Online services A kind of service that provides the user with a variety of data
transmitted over telecommunications lines. Online services provide an
123
infrastructure in which users can communicate with one another, either by
exchanging e-mail messages or by participating in online conferences
(forums).
Password A secret sequence of letters and other symbols needed to log in to a
computer system as an authorized user. When a user enters a password, it
appears as a line of asterisks (********) so no one can read it.
Platform The underlying hardware or software for a system. For example, the
platform might be an Intel 80486 processor running DOS Version 6.0. The
platform could also be UNIX machines on an Ethernet network.
Pop-up menu A menu that appears temporarily when the user clicks the mouse
button on a selection. Once the user makes a selection from a pop-up menu,
the menu usually disappears.
RealAudio A streaming technology developed by RealNetworks for transmitting
live audio over the Internet.
RealVideo A streaming technology developed by RealNetworks for transmitting
live video over the Internet.
SAC Self Access Centre, a place where materials are provided for learners so
they can learn in a manner which suits them best in their own way, in their
own time and at their own pace.
Scroll To move the content part of a window in an application up and down
usually by clicking and dragging arrows pointing in the direction of the
movement.
Search engine A program that searches documents on the Web such as Alta
Vista, Infoseek, and Excite.
Security software A utility program that is used to check a system for security
vulnerabilities via the Internet.
Sequencing The activity in which the learner puts words, phrases, sentences, or
paragraphs in the order in which he hears them.
Shareware A program that is distributed on the basis of an honor system. Most
Shareware is delivered free of charge, but the author usually requests that
you pay a small fee if you like the program and use it regularly. Shareware is
inexpensive because it is usually produced by a single programmer and is
offered directly to customers. Shareware is copyrighted.
Smartlink A word coined by WISER EDUCATOR to mean a feature in the
program that matches/links between the sound and picture in a video file and
the transcript in a text file in units of sentences.
Software Computer instructions or data stored electronically. Software is divided
into two categories: (1) Systems software -- the operating system and utilities
that enable the computer to function; (2) Applications software-- programs
that do real work for users such as word processors, spreadsheets, and
database management.
Subject directory A listing of Internet resources arranged by subject categories
such as Yahoo and AltaVista.
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TASEAP
True or false A learning activity in which the learner decides whether a
statement is true or false according to what he hears.
Upload To transfer a file or data or programs over a digital communications
linked from your local computer to a remote computer.
URL URL stands for Uniform Resource Locator. It is a unique address of a web
page.
User policy A policy which limits the way to use a CALL section, for instance,
some networks are restricted to non-commercial use only.
Utility software A small helper program such as screensavers, font managers,
compression programs, and file finders.
Virus A damaging program that is transferred from one computer to another
computer via phone lines or floppy disks.
Web-based authoring Using selected authoring software to a produce
courseware and store it for use on the Internet.
World Wide Web (WWW) An internet system that supports links to other
documents such as text, graphs, audio, and video files using HyperText
Markup Language (HTML).
125
References
SECTION ONE:
COMPUTER-ASSISTED LANGUAGE LEARNING:
AN OVERVIEW
Printed materials
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Learning and Language Teaching. Cambridge: CUP.
Allen, R. (1993). "Proficiency and Arabic: The increasing role of technology". In
Computer Assisted Language Learning, 6(1), 3-12.
Arnold, N. (1989). "Computers for ESL instruction in elementary schools". In
CALL Digest, 5(8), 35.
Aug. Meskill, C. (1993). "ESL and multimedia: A study of the dynamics of paired
student discourse". In System, 21(3), 323-341.
Bailin, A. & Levin, L. (1989). "Introduction: Intelligent computer assisted language
instruction". In Computers and the Humanities, 23(1), 311.
Bangert-Drowns, R. L. (1993). "The word processor as an instructional tool: A
meta-analysis of word processing in writing instruction". In Review of
Educational Research, 63(1), 69-93.
Barlow, M. (1988). Computers and ESL in Higher Education. Athelstan:
Stanford.
Belnap, R. K. (1993). "Computer-assisted language learning and Arabic: The
Brigham Young University experience". Computer Assisted Language
Learning, 6(1), 13-19.
Bland, S. K., Noblitt, J. S., Armstrong, S., & Gray, G. (1990). "The naïve lexical
hypothesis: Evidence from computer-assisted language learning". In The Modern
Language Journal, Vol.74, 440-450.
Brebner, A., Johnson, K., & Mydlarski, D. (1984). "CAI and second language
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Computers and Education, Vol.8, 471-474.
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Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to
Language Teaching. New Jersey: Prentice Hall Regents.
Burston, J. (1989). "Towards better tutorial CALL: A matter of intelligent control".
In CALICO Journal, 6(4), 75-89.
Bush, M. & Terry, R. (eds.) (1997). Technology-enhanced Language Learning.
Lincolnwood, IL: National Textbook Company.
Chan, C. (1989). "Computer use in the classroom. An assessment of using the
computer as a tool and as tutee". In Computers and Education, 13(3), 271-77.
Chapelle, C. (1994). "CALL activities: Are they all the same?". In System, 22(1),
33-45.
Chapelle, C., & Mizuno, S. (1989). "Students' strategies with learner-controlled
CALL". In CALICO Journal, 7(2), 25-47.
Coleman, D. W. (1985). "TERRI: A CALL lesson simulating conversational
interaction". In System, Vol.13, 247-252.
Debski, R. (1997). "Support of creativity and collaboration in the language
classroom: A new role for technology." In Debski, R., Gassin, J. & Smith, M.
(eds.) Language Learning through Social Computing. Horwood Language
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Divine, K., & Whanger, R. (1990). "Use of a computer learning laboratory with atrisk high school students". In Educational Technology, Vol.30, 46-48.
Dixon, R. (1981). "PLATO reaches international students with English lessons". In
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Dolphin, E. (1989) "Computense: Verb drills on a microcomputer". In Canadian
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Doughty, C., & Fought, C. (1984). "On investigating variable learner response:
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Felix, U. (1998). "Towards meaningful interaction in multimedia programs for
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Higgins, J. (1988). Language, Learners, and Computers. London: Longman.
Higgins, J. (1991). "Fuel for learning: The neglected element of textbooks and
CALL". In CAELL Journal, 2(2), 3-7.
Higgins, J. (1991). "Which concordances: A comparative review of MSDOS
software". In System, 19,(1-2), 91-100.
Higgins, J. (1995). Computers and English Language Learning. Oxford:
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Higgins, J., & Johns, T. (1984). Computers in Language Learning. Reading,
MA: Addison-Wesley.
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multimedia environments." In Language Learning & Technology, 3(1), 88-103.
Hubbard, P. (1988). "An integrated framework for CALL courseware evaluation".
In CALICO Journal, 6(2), 51-72.
Isaak, Troy & Joseph, John. (1989). "Authoring software and teaching". In
Reading. Reading Teacher, 43(3), 25-45.
Jamieson, J., & Chapelle, C. (1987). "Working styles on computers as evidence
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Jones, C. & S. Fortescue. (1987) Using Computers in the language
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reading achievement". In The Modern Language Journal, 71(3), 267-276.
Krüger, A. & Hamilton S. (1997). "RECALL: Individual language tutoring through
intelligent error diagnosis". In ReCALL Journal, 9(2), 51-58.
Levy, M. (1997). Computer-assisted Language Learning: Context and
Conceptualization. Oxford: Clarendon Press.
Levy, M. (1998). "Two conceptions of learning and their implications for CALL at
the tertiary level". In ReCALL Journal, 10(1), 86-94.
Liddell, P. (ed.). (1995). CALL: Theory and Application. Victoria, BC: University
of Victoria.
Motteram, G. (1992). "Authoring tools and teacher training for CALL". In System,
20(2), 151-60.
Myles, S. (1998). "The language learner and the software designer: A marriage of
true minds or ne'er the twain shall meet?". In ReCALL Journal, 10(1), 38-45.
Nagata, N. (1993). "Intelligent Computer feedback for second language
instruction". In The Modern Language Journal, 77(3), 30-339.
Pederson, K. M. (1986). "An experiment in computer-assisted second language
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129
Pennington, M. & Vance Stevens (eds.) (1992). Computers in Applied
Linguistics: An International Perspective. Clevedon: Multilingual Matters.
Pennington, M. (ed.) (1989). Teaching Languages with Computers: The State
of the Art. Houston, TX: Athelstan.
Pennington, M. (ed.) (1996). The Power of CALL. Houston, TX: Athelstan.
Pennington, M. C. (1991). "The road ahead: A forward-looking view of computers
in applied linguistics". In Computer-Assisted Language Learning, 4(1), 3-19.
Pennington, M.C. & Stevens V. (eds.) (1992). Computers in Applied
Linguistics. Clevedon, UK: Multilingual Matters.
Phillips, M. (1987). Communicative Language Teaching and the
Microcomputer. London: The British Council.
Plass, J. (1998). "Design and evaluation of the user interface of foreign language
multimedia software: A cognitive approach". In Language Learning and
Technology Journal, Vol.2, 25-45.
Seedhouse, P. (1996). "Communicative CALL: focus on the interaction produced
by CALL software." In ON-CALL, The University of Queensland, Australia, 10(3),
11-17.
Sinclair, J. McH. (1991). Corpus, Concordance Collocation. Oxford: OUP.
Stevens, V. (1989). "A direction for CALL: From behavioristic to humanistic
courseware". In Pennington, M.C. (ed.), Teaching Languages with Computers:
The state of the art. La Jolla, CA: Athelstan, 31-43.
Underwood, J. (1984). Linguistics, computers, and the language teacher.
Rowley, MA: Newbury House.
Underwood, J. (1989). "HyperCard and interactive video". In CALICO Journal,
6(3), 720.
Van Der Linden, E. (1993). "Does feedback enhance computer-assisted
language learning?". In Computers and Education, Vol.21, 61-65.
Warschauer, M. (1996). “Computer-assisted language learning: An introduction”.
In Fotos, S. (ed.) Multimedia Language Teaching. Tokyo: Logos Internationsl,
3-20.
Warschauer, M. (1998). "Computers and language learning: An overview." In
Language Teaching, Vol.31, 57-71.
Wilhelm, J. & Friedemann, P. (1998). Hyperlearning: Where Projects, Inquiry,
and Technology Meet. York, Maine: Stenhouse Publishers.
Wyatt, D. (1984). Computers and ESL. Orlando: Harcourt, Brace, Jovanovich.
Wyatt, D. (1988). "The Logo Syndrome". In CALICO Journal, Vol.5, 76-82.
130
TASEAP
Online resources
Articles
Gaer, S. (1999). “Using software in the adult ESL classroom”. National
Clearinghouse for ESL Literacy Education (NCLE).
(URL:http://www.cal.org/ncle/digests/SwareQA.htm).
Oxford, R.L., Rivera-Castillo, Y., Feyten, C., & Nutta, J. (1998). "Computers and
More: Creative uses of technology for learning a second or foreign language."
(URL: http://www.insa-lyon.fr/Departments/CDR/computers.html).
White, S. (1999). "A brief history of computing."
(URL:http://www.compsoc.net/~swhite/timeline.html)
Web Sites
EFL Web: Online Journal for Teaching and Learning English (URL:http://www.unet.com/eflweb/).
English Language Institute of Technology: Oregon State University's ELT Online
Resources (URL:http://osu.orst.edu/dept/eli/techtip.html).
EUROCAL: Includes online issues of ReCALL Journal
(URL:http://www.hull.ac.uk/cti/eurocall.htm)
Kenji Kitao and S. Kathleen Kitao CALL Resource List: A collection of links to
several sites of ESL/EFL.
(URL:http://www.ling.lancs.ac.uk/staff/visitors/kenji/teacher.htm#cai)
Language Learning & Technology: Online journal for second & foreign language
educators. (URL:http://polyglot.cal.msu.edu/llt/)
Language Learning and Technology: Sites for more theoretical than practical, but
is often interesting for ELT teachers. (URL:http://polyglot.cal.msu.edu/llt/)
National Clearinghouse for ESL Literacy Education (NCLE): Includes ERIC
Digests, Frequently Asked and Questions, Books and Major Publications, NIFLESL Listserv, Newsletter, NCLE Notes. (URL:http://www.cal.org/NCLE/)
SL-Lists: International EFL/ESL Email Student Discussion Lists: List of EFL/ESL
e-mail student discussion lists. Includes several topics to discuss such as
business, event, movie, music, science, sport, etc. (URL:http://www.kyotosu.ac.jp/~trobb/slinfo.html)
TESOL Online Publications: Include Catalog of Publications, Serial Publications,
Articles online, Archive on TESOL and CALL.
(URL:http://www.tesol.edu/pubs/index.html)
The Internet TESL Journal:Online Journal for Teachers of English as a Second
Language. Includes articles, research papers, lesson plans, classroom handouts,
teaching ideas and links). (URL:http://www.aitech.ac.jp/~iteslj/)
131
The Internet TESL Journal: TESL: CALL: Links collection from the Internet TESL
Journal (URL:http://www.aitech.ac.jp/~iteslj/links/TESL/CALL/)
The Language Teacher (TLT Online): The Japan Association for Language
Teaching. Includes articles, conference reports, features, ideas for ESL teachers.
(URL:http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/)
SECTION TWO: CALL MANAGEMENT IN THE SELF ACCESS
CENTRE: USER POLICY DEVELOPMENT
Printed materials
Coleman, G. (1996). “Integrating CALL into the language syllabus.” In ON-CALL,
The University of Queensland, Australia, 10(1), 21-29.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: CUP.
Evans, L. (1998). “CALL: What is the future for the EFL teacher?” In EA Journal,
16(2), 55-60.
Hackett, L. (1996). “The Internet and e-mail: useful tools for foreign language
teaching and learning.” In ON-CALL, The University of Queensland, Australia,
10(1), 15-20.
Harasim, L., Hiltz, S.R., Teles, L., & Turoff, M. (1995). Learning Networks: A
Field Guide to Teaching and Learning Online. Cambridge: MIT.
Heide, A. & Henderson, D. (1994). The Technological Classroom: A Blueprint
for Success. Canada: Trifolium Books.
Higgins, J. (1995). Computers and English Language Learning. Oxford:
Intellect.
Laurillard, D. (1993). Rethinking University Teaching: A Framework for the
Effective Use of Educational Technology. London: Routledge.
Liddell, P. (ed.). (1995). CALL: Theory and Application. Victoria, BC: University
of Victoria.
Susan, S. (1989). Self-access. Oxford: OUP.
Sussex, R. (1996). “Empowering language students through technology.” In ONCALL, The University of Queensland, Australia, 10(1), 2-7.
Warschauer, M. (1998). "Computers and language learning: An overview." In
Language Teaching, Vol.31, 57-71.
132
TASEAP
Online resources
"Academic Computing Services User Policy". (1999). Nova Scotia Agricultural
College (NSAC). (URL:http://www.nsac.ns.ca/ac/policy1htm)
"Acceptable Use Policy". (1996). Monroe County Community School Corporation
(MCCSC). (URL:http://www.mccsc.edu/policy.html)
"Computer Classroom Design". (1998). WorkSpace Resources.
(URL:http://www.workspace-resources.com/education/cicdesi1.htm)
"Computer Lab Policy". (1999). University of Alaska Fairbanks (UAF).
(URL:http://www.uaf.edu/DCC/main/lab_policy.html)
"Computer Security Planning". (1999). US Department of Labor.
(URL:http://www.dol.gov/dol/oasam/public/programs/plan/security.htm)
"Cornell Information Technologies". (1998). Cornell.
(URL:http://www.cit.cornell.edu/computer/instruct/classtech/labguide/comptable.h
tm)
"HKUST Self-Access Centre User Guide". (1998). Language Centre of HKUST.
(URL:http://lc.ust.hk/~sac/sacguide.htm)
"Managing the computer center". (1999). CALL Lab, Ohio University.
(URL:http://www.tcom.ohiou.edu/OU_Language/teacher/labmanage.htm)
"Monash On CALL". (1999). Monash University.
(URL:http://www.arts.monash.edu.au/lc/lccall.htm)
"Multimedia Systems". (1999). Auburn University College of Veterinary Medicine.
(URL:http://www.vetmed.auburn.edu/cai/rooms/lab.html)
"OPIE Computer Classroom Technology". (1999). Ohio University.
(URL:http://www.tcom.ohiou.edu/OU_Language/gordy/tech.html)
"Policies". (1999). Rowan University. (URL:http://www.rowan.edu/its/policies/)
"Rasmuson Computing & Communications". (1999). University of Alaska
Fairbanks. (URL:http://www.uaf.edu/DCC/main/bun_map.html)
"Self Access Centre: Frequently Asked Questions (FAQs)". (1998). Language
Centre of HKUST. (URL:http://lc.ust.hk/~sac/sacfaq.htm)
"SuperKids Education Software Review". (1999).
(URL:http://www.superkids.com/aweb/pages/reviews/reviews.shtml)
"User Services Computer Labs". (1999). Eastern Illinois University.
(URL:http://www.eiu.edu/~ssblab/index.shtml and
URL:http://www.eiu.edu/~ssblab/maclayout.htm)
133
SECTION FOUR:
AN EVALUATION MATRIX FOR REVIEWING ELT
MULTIMEDIA SOFTWARE
Printed materials
Brown, D. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Prentice Hall Regents.
Torut, B. (1998). "Naew Thaang Kaan Pramoen Software Chuay Sorn Phaasaa
Angkrit" (in Thai), or “EFL/ESL Software Evaluation”. In Thabkaew Journal,
Second Semester, Silpakorn University, Nakorn Pathom, Thailand, 80-91.
"Seven Steps to Responsible Software Selection". (1995). Modified from ERIC
Digest with Permission EDO-IR-95-6 - May 1995.
Online resources
Cisar, L. (1995). "Criteria for evaluation". In TESL-EJ, 1(4) MR-1 June.
(URL:http://www.kyoto-su.ac.jp/information/tesl-ej)
DeMott, K. E. (1996). “Evaluation of Computer Assisted Instruction Using
Criteria based on Principles of Learning Theory”. University of Maryland at
Baltimore. (URL:http://parsons.umaryland.edu/~kdemott/pages/eval.html)
Gaer, S. (1998). "Using software in the Adult ESL classroom". Santa Ana
College, School of Continuing Education.
(URL:http://www.cal.org/ncle/digests/SwareQA.htm)
“Planning Computer-based Language Learning Resource Centers” (1999).
Ohio University.
(URL:http://www.tcom.ohiou.edu/OU_Language/teacher/labs.htm)
“Software Evaluation Guide: Based on A methodological framework for
CALL software development by Philip Hubbards, 1992”. (1999). Rice
University. (URL:http://www.owlnet.rice.edu/~ling417/guide.htm)
“Software Evaluation Questionnaire”. (1999). University of Hawaii, National
Foreign Language Resource Center (NFLRC).
(URL:http://nts.lll.hawaii.edu/flmedia/evaluation/evsheet1.htm)
Steel, C. (1997). "Software Evaluation Form".
(URL:http://www.citr.uq.edu.au/~carolins/eval~1.htm)
“Taxonomy of Features for Evaluating Foreign Language Multimedia
Software”. (1999). University of Hawaii, National Foreign Language Resource
Center (NFLRC).
(URL:http://nts.lll.hawaii.edu/flmedia/evaluation/general/gencriteria.htm)
Thorn, J.W. (1995). “Evaluating Interactive Multimedia (ITESL)”. In Internet
TESL Journal, 2(4), April. (URL:http://www.aitech.ac.jp/~itselj/Articles/ThornEvalueConsider.htm)
134
TASEAP
SECTION FIVE:
A GUIDE TO AUTHORING CUSTOMIZED
SOFTWARE
Printed materials
Allen, M. & Morgan, S. (1999). "Teaching with Web Site: lesson to be learned". In
Open & Distance Learning Association of Australia Inc. Open, Flexible and
Distance Learning: Challenges of the New Millennium. Geelong: Gordon
Institute of TAFE, 7-11.
Campbell, N. (1999). "Team Teaching in a Web Based Classroom". In Open &
Distance Learning Association of Australia Inc. Open, Flexible and Distance
Learning: Challenges of the New Millennium. Geelong: Gordon Institute of
TAFE, 45-49.
Cox, K. & Clubb, O. (1995). "Formative Quizzes and the World Wide Web". In
Pearce, J.M. at al (eds.) Learning with Technology: Conference Proceedings
in the Twelfth Annual Conference of the ASCILITE. Melbourne: The Science
Multimedia Teaching Unit, Faculty of Science, The University of Melbourne. 8188.
Dalziel, J. & Gazzard, S. (1999). "Beyond Traditional Use of Multiple Choices
Questions: teaching and learning with WebMCQ interactive questions and
workgroups". In Open & Distance Learning Association of Australia Inc. Open,
Flexible and Distance Learning: Challenges of the New Millennium.
Geelong: Gordon Institute of TAFE, 93-96.
Debski, R. (1997). "Support of creativity and collaboration in the language
classroom: a new role for technology". In Debski, R., Gassin, J. & Smith, S.
(eds.), Occasional Papers Number 16: Language Learning through Social
Computing, Melbourne: ALAA and the Horwood Language Centre, 39-66.
Donnan, P. (1999). "Web Course Development Tools: boom or bust for
instructional designers?". In Open & Distance Learning Association of Australia
Inc. Open, Flexible and Distance Learning: Challenges of the New
Millennium. Geelong: Gordon Institute of TAFE, 103-110.
Felix, U. (1998). Virtual Language Learning: Finding the Gems amongst the
Pebbles. Melbourne: Language Australia Ltd.
Godfrey, R. (1995). "New Wine in Old Bottles: Multimedia Design Methodology".
In Pearce, J.M. et al (eds.) Learning with Technology: Conference
Proceedings in the Twelfth Annual Conference of the ASCILITE. Melbourne:
The Science Multimedia Teaching Unit, Faculty of Science, The University of
Melbourne, 215-222.
Herman, A. (1999). "Improving Learning through the Web". In Open & Distance
Learning Association of Australia Inc. Open, Flexible and Distance Learning:
Challenges of the New Millennium. Geelong: Gordon Institute of TAFE, 192195.
Mahony, M.J. & Wilkin, C. (1999). "Tempering Enthusiasm with Reality: a
checklist for educator considering web-supported education". In Open & Distance
135
Learning Association of Australia Inc. Open, Flexible and Distance Learning:
Challenges of the New Millennium. Geelong: Gordon Institute of TAFE, 275279.
Open & Distance Learning Association of Australia Inc. (1999). Open, Flexible
and Distance Learning: Challenges of the New Millennium. Geelong: Gordon
Institute of TAFE.
Pearce, J.M. et al. (eds.). (1995). Learning with Technology: Conference
Melbourne.
Philips Electronics UK Ltd. (1992). The CD-I Production Handbook. Reading
MA: Addison-Wesley.
Philips International. (1987). Compact Disc Interactive: A Designer's
Overview. Deventer: Klower Technical Books.
Taniar, D. & Rahayu, W. (1995). "Multimedia Question Banks: Storage and
Retrieval Techniques". In Pearce, J.M. et al (eds.) Learning with Technology:
Conference Proceedings in the Twelfth Annual Conference of the ASCILITE.
Melbourne: The Science Multimedia Teaching Unit, Faculty of Science, The
University of Melbourne, 81-88.
Waddick, J. (1995). "Computers replacing lecturers: a case study in multimedia".
In Pearce, J.M. et al (eds.) Learning with Technology: Conference
Melbourne, 523-528.
Webb, G. & Cilesio, C. (1999). "The Costs and Benefits of Online Delivery". In
Open & Distance Learning Association of Australia Inc. Open, Flexible and
Distance Learning: Challenges of the New Millennium. Geelong: Gordon
Institute of TAFE, 503-515.
Online resources
Slay, J. (1999). Creating an Online Learning Environment: Issue in
Academic Staff Development, AusWeb99- 5th Australian WWW conference,
Ballina. (URL:http://ausweb.scu.edu.au/aw99/papers/slay2/paper.html)
http://ausweb.scu.edu.au/aw99/papers/index.html
http://hotfiles.lycos.com/ (Web site providing information about software)
http://tcc-pub.com/res.htm (Web site linking to information about ToolBook)
http://tcc-pub.com/tbii70/tb70res.htm (Web site linking to information about
ToolBook)
http://www.macromedia.com/software/authorware/productinfo/features/index_wh
atsnew.fhtml (Web site linking to information about Authorware)
136
TASEAP
SECTION SIX:
AUTHORING WITH WISER EDUCATOR
Printed materials
WISER Software. (1998). WISER EDUCATOR: Author Manual. South
Melbourne, Victoria, Australia.
WISER Software. (1998). WISER EDUCATOR: User Manual. South Melbourne,
Victoria, Australia.
137
Contributors
Kitima Indrambarya (Ph.D. in Linguistics) is currently a lecturer at the
Department of Foreign Languages, Faculty of Humanities, Kasetsart University,
Bangkok. Her interests include Thai Syntax, Applied Linguistics and ComputerAssisted Language Learning. She has been in charge of Kasetsart University
Self-Access Language Learning Centre since its establishment in 1997.
email: [email protected]
Puangpen Intraprawat (Doctor of Arts in English) is currently an Assistant
Professor at the School of English, Institute of Social Technology, Suranaree
University of Technology, Nakhorn Ratchasima. Her interest is in the areas of
foreign language methodology, materials development and CALL .
Sasi Jungsatitkul (Ph.D. in Second Language Acquisition and Teacher
Education) is currently an Assistant Professor in the Department of Foreign
Languages, Khon Kaen University, Khon Kaen. Her interests include ESP
(Business, Science, and Engineering), CALL, and distance education.
Wichai Kritprayoch (MA in Linguistics; Post Grad. Dip. in RBL (Resource Based
Learning); and Dip. in Applied Linguistics) is now a lecturer in the Department of
Language, School of Liberal Arts, King Mongkut’s University of Technology
Thonburi (KMUTT), Bangkok. He has been teaching English for Science and
Technology (EST) for about ten years and is currently working as the Director of
the KMUTT Self Access Learning Centre (SALC). He had an experience in
setting up KMUTT SALC and the CALL section in the SALC. His major interests
include EST, RBL, SALC management, CALL management, and self-access
materials design and adaptation.
William Renner is a lecturer in Information Systems at Monash College (Monash
University, Melbourne). His professional interests include software development
for the internet, with a particular focus on multilingual courseware design. He has
international publications on topics related to distributed learning, educational
technology and distance education.
139
Kerry O’Sullivan is an Australian applied linguist, specialising in curriculum
development for language education, intercultural communication, and trainertraining, particularly in development contexts. In Australia his academic affiliation
is with the National Centre for English Language Teaching & Research
(NCELTR) at Macquarie University, Sydney. This is his third period of residence
in Thailand and he continues to be an enthusiastic student of Thai language and
culture.
Snea Thinsan (M. Ed in TESOL) is now a lecturer at the English Department,
Chiang Mai University, Chiang Mai. His major interests have been in language
acquisition, TEFL curriculum development, and teacher training. Having played
with his PC for five years and served as chairman of a multimedia courseware
production for MUA, he has expanded his interests into CALL, innovative
curriculum design, online instruction, and distance learning.
Bamrung Torut (Ph.D. in Reading and Language Studies) is an Assistant
Professor in the Department of Foreign Languages Teaching, Faculty of
Education, Silpakorn University, Nakorn Pathom. He has published books and
articles on topics related to teaching English as a foreign language (EFL),
research methods in EFL, and computer-assisted language learning (CALL) in
several journals in Thailand such as Curriculum Development Journal, Silpakorn
University Journal, and Tabkaew Journal.
140
TASEAP
Acknowledgements
The Thai fellows of TASEAP English Language Fellowship Program would like to
express gratitude to the following institutions and people for their support and
services.
First of all, we would like to thank Thai-Australian Science and Engineering
Assistance Project (TASEAP) for granting the financial support to the English
language program which has brought all of us together to share CALL ideas and
experiences. This English language project would not have been possible without
the insightful initiation and supervision of TASEAP English language advisor
Kerry O'Sullivan, who has spent a lot of time and effort making the fellowship
project fruitful and the follow-up national seminar on CALL happening.
This resource book would not have been successfully accomplished without the
constructive and professional guidance from William Renner, the English
language project coordinator, who has devoted his time – days and nights – to
work closely with us.
Our six-week stay would not have been so memorable without the warm
friendship, kind and generous support from the Director of Monash University
English Language Centre (MUELC) Dianne Martin and MUELC wonderful staff.
Our special thanks also go to Renata Chylinski, Ruth Rosen, and Michelle
Tamala, who have given insightful suggestions and constructive comments on
our work.
Last but not least, we would like to express our appreciation to John Torriero, the
Monash University Fellowship Coordinator, for his warm-hearted friendship and
assistance to ensure that our work goes smoothly and that our stay in Melbourne
remains enjoyable.
141

CALL

Transcription

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